International Journal of

This study examined the comparative effects of online and offline blended teaching on EFL learners’ listening comprehension. Based on quasi-experimental design, this study engaged an experimental (No=30) and control group (No=30), each receiving two different types of treatment. For the experimental group, the teacher taught English listening activities using a mixture of online and offline mode, while the for the control group the teacher offered face-to-face offline mode treatment of listening. Independent sample t-tests and paired samples tests results showed a significant positive effect of blended learning on the participants’ listening skills such that the experimental group improved their listening comprehension more than the control group This is justified on the grounds that online learning with more accessibility, relatively low cost, time efficient, and  suitably combined with offline learning can offer self-paced instruction for learners whereby they self-manage their learning and progress at their own convenience.


 

Keywords: blended teaching, blended learning, online and offline teaching, listening comprehension

     

Add your comments about this article : Your username or Email:

---