pp. 1195-1203 | Article Number: iejme.2016.106
Published Online: August 02, 2016
Article Views: 334 | Article Download: 428
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
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