THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Author(s): Ruba Fahmi Bataineh, Mais Barjas MayyasSubject(s): Foreign languages learning
Published by: IATEFL Poland Computer Special Interest Group and The University of Nicosia
Keywords: EFL; grammar instruction; Moodle; reading comprehension
Summary/Abstract: This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Journal: Teaching English with Technology
- Issue Year: 17/2017
- Issue No: 3
- Page Range: 35-49
- Page Count: 15
- Language: English