pp. 1195-1203 | Article Number: iejme.2016.106
Published Online: August 02, 2016
Article Views: 450 | Article Download: 581
This study investigates the effects of the blended learning approach to teaching English vocabulary to ESL learners. This approach can be defined as a combination of a face-to-face classroom component with online instruction (Osguthorpe & Graham, 2003). The students’ academic performance by comparing the blended learning environment and traditional learning environment is analyzed. The study has been carried out at Financial University under the Government of the Russian Federation in 2014-2015 academic year. Twenty-two third-year students majoring in International Finance were trained in the training program "Learning English through blended approach". A pre-test and an post-test were the main instruments used for the purpose of data collection. The performance-based pre-test was conducted before the training period and post-test was conducted after the training period to assess the participants. The very same set of students were made to do a post-test to assess their performance based on the blended learning approach. The results of t test for correlated data and Sandler’s A-test suggest that the blended learning produced a positive effect on the ESL learners’ results.
Keywords: Blended learning, online learning, face-to-face learning, academic achievement
Alshwiah, A. (2010) Effects of a Blended Learning Strategy in Teaching Vocabulary on Premedical Students' Achievement. International Journal of Instructional Technology and Distance Learning, 7(2), 64-72.
Bersin, J. (2004) The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. New York: John Wiley & Sons. 319p.
Dolinskiyj, E. V. (2012) Formation of communicative competence of future translators by means of information-communicative technologies by means of distant learning: PhD thesis. Khmeljnickiyj. 242p.
Fandey, V. A. (2012) Theoretical and pragmatic basis for using blended forms of teaching a foreign language in a non-linguistic higher school: PhD thesis. Moscow. 214p.
Grishaeva, A. V. (2015) The use of blended learning in teaching foreign languages to students of non-linguistic specialties. TSPU Bulletin, 4(157),70-74.
Kapustin, Y. I. (2007) Pedagogical and organizational conditions for effective combination of face-to-face and distance learning technologies: PhD thesis, Moscow State University. 419p.
Lim, D. H. & Morris, M. L. (2009) Learner and instructional factors influencing learning outcomes within a blended learning. Educational Technology & Society, 12(4), 282–293.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515–525.
Matukhin, D. L., Nizkodubov, G. A., Zyubanov, V. Y., Khasanshin, Y. R. & Obskov, A. V. (2014) Methodological basics of blended learning in teaching English for academic purposes to engineering students. Asian Social Science, 10(20), 97-102.
Mokhova, M. N. (2005) Active methods of blended learning in the system of extended vocational education: PhD thesis. Moscow State University. 155p.
Nazarenko, A. L. & Sizykh L. G. (2009) From Interpersonal International Communication-To Global Understanding. The Proceedings of the 2nd GPE Annual Conference. 15-17 May 2009. Beijing, 10-14.
Ono Y. & Ishihara M. (2012) Integrating mobile-based individual activities into the Japanese EFL classroom. International Journal of mobile learning and Organisation, 6(2), 2012, 116-137.
Picciano, A. & Dziuban, C. (2007) Blended Learning: Research Perspectives. Needham: Sloan Center for Online Education. 312p.
Popolzina, N. S. (2014) Evaluation of blended learning model for solving problems of quality specialists’ training on master students. International journal of experimental education, 7, 36-38.
Sharma, P. & Barett, B. (2007) Blended Learning. Macmillan: ELT. 160p.
State programme. (2013) State programme: Education Development, 2013-2020. Direct access: http://government.ru/en/docs/3342/
Tsaturova, I. A., Yakovlev, А. A., Afanasiev, М. A. & Avatisova, К. A. (2007) Development of Media Competence as an Innovation Component of Linguistics in the XXI century. Innovation Projects in Language Teaching, 290-294.
Vasbieva, D. G. & Klimova, I. I. (2015) Transformational potential of blended learning to personalize foreign language teaching in a non-linguistic higher school. XLinguae, 8(1), 2-10.
Veledinskaya, S. B. & Dorofeeva, M. Yu. (2014) Blended Learning: Secrets of efficiency. Higher education today, 8, 8-13.
Zhang, H., Song, W. & Burston, J. (2011) Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish online journal of educational technology, 10(3), 203-214.
Zhdanko, O. I. (2011). Infocomm technologies in vocabulary teaching in non-linguistic universities. Bulletin of Southern Federal University, 10(123), 86-91.
Zumor, A. l., Refaai, A. W., Bader I. K., Eddin, E. A. & Al-Rahman, F. H. (2013) EFL students' perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10), 95-110.