Investigating the Effect of Blended Learning on Iranian EFL Learners' Autonomy, Self-esteem, and Vocabulary Achievement

Blended Learning, Face-to-Face Learning, Autonomy, Self-esteem, and Vocabulary Achievement

Authors

  • Parisa Aalinezhad
    p.aalinezhad90@gmail.com
    English Department, Islamic Azad University, Shahreza Branch, Isfahan, Iran
  • Zohreh Salehan Islamic Azad University, Shahreza Branch, Isfahan, Iran.
  • Zohreh Noroozi Islamic Azad University, Ardebil Branch, Ardebil, Iran
June 30, 2021

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This study aimed at examining the influence of blended learning on Iranian English as Foreign Language (EFL) learners' autonomy, self-esteem, and vocabulary achievement. To do this, 60 Iranian females intermediate EFL learners were chosen from an institute in Ilam, Iran. Then, the selected participants were divided into two groups; one experimental group (EG) and one control group (CG). Each group contained 30 learners. Afterwards, in three separate sessions, the instruments of learner autonomy, self-esteem, and vocabulary progress were distributed and administered among the participants of both groups. The researchers offered a blended learning teaching framework to the EG to encourage students to utilize the language in and out of the classroom. The target vocabulary was learnt by the learners using blended learning techniques. While the same vocabularies were learned through the face-to-face way of instruction in the CG. After the period of teaching that lasted for 6-weeks, the participants of both groups received the learner autonomy, self-esteem, and vocabulary achievement instruments as post-test. The results demonstrated that instruction through a blended learning approach had a considerable impact on participants' level of autonomy and vocabulary achievement. But the approach had no significant impact on learners' self-esteem. EFL learners, Teachers, and material developers can benefit from the results of the study.