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2017 | 17 | 3 | 35-49
Article title

THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE

Content
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Languages of publication
EN
Abstracts
EN
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.
Year
Volume
17
Issue
3
Pages
35-49
Physical description
Contributors
References
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Publication order reference
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bwmeta1.element.desklight-7e1de866-5aea-4fe8-a7f0-5310d665d1fb
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