The Effect of Blended Learning on EFL Students’ Grammar Performance and Attitudes: An Investigation of Moodle

Abstract

Empowering new generations with technology through employing blended learning approach to teach English as a Foreign Language has been recently investigated by many researchers in various contexts. This mixed-methods study aimed at examining the effects of the blended learning approach on Jordanian EFL learners' grammar performance. The study also aimed at investigating the attitudes of Jordanian EFL learners toward blended learning. To achieve the objectives of the study, it employed a quasi-experimental design (pre and posttests) followed by qualitative interviews. The participants were divided into two groups: experimental and control groups. Among the 28 students in the sample, those in the experimental blended learning group (n=13) were taught using Moodle while those in the control group (n=15) were taught using conventional methods. All the 13 participants in the experimental group were interviewed. The results of the posttest revealed that students in the experimental group outperformed students in the control group. Furthermore, the qualitative analysis results showed that blended learning had a positive impact on the learners' English grammar performance and that they were strongly satisfied and motivated to learn English using similar methods. It is concluded that blended learning could be used as an effective method of teaching English grammar in EFL settings. It is hoped that these results will help the university, faculty, and students to develop the skills necessary for blended learning.

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

“…The access to the content and the interaction in a safe environment also encourages the students joining the program to want to continue learning due to the modification of the language content to reduce what can be described as complexity (Bataineh et al, 2019;Lightbown & Spada, 2013;Tosun, 2015). The engagement (see Table 4 and Figure 3) with the content on Blackboard® and the use of the tools provided have ensured that G2 moved towards achieving the learning objectives by understanding the requirements of the instructions on online and improving their skills through .…”

“…Pedagogic innovation can involve the mixing of language learning content with online activities for promoting the abilities of college-level language learning students by using blended learning activities in online platforms. Indeed, the teaching of English language currently includes opportunities for mixing physical classroom activities or face to face (f2f) with the activities online in the blended platform (BL) (Bataineh, Banikale, & Albashtawi, 2019;Lamri & Hamzaoui, 2018;Tosun, 2015;Wilkinson, 2016). Blended learning activities involve teachers mixing f2f sessions with content uploaded online to practice listening and speaking activities because students expect the integration of technology along with their learning career (Hockly & Clandfield, 2010;Krake, 2013).…”

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

“…The classic view of blended learning pedagogy is shared by many EFL scholars (Al Bataineh, Banikalef, & Albashtawi, 2019;Alsowayegh, Bardesi, Garba, & Sipra, 2019;Bukhari & Basaffar, 2019;Gulnaz, Althomali, & Alzeer, 2020). These scholars view blended learning as describing situations in which students meet their instructors in a face-to-face setting as well as engaging in activities posted online, such as online test, tasks and assignments.…”

“…Initially, Al Bataineh et al (2019) drew on a mixed methods approach to elicit the views of students who used Moodle at Irbid National University. They investigated the effects on the grammar performance of EFL Jordanian students when using blended learning, as well as exploring the views of the students themselves.…”

“…All previous studies were conducted with students at university level in an EFL context in Saudi Arabia using questionnaires, except for that of Al Bataineh et al (2019), who used structured interviews with learners in Jordan. The current study drew on qualitative methods being: focus group and individual interviews.…”