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

• Authors: Bataineh Ruba Fahmi , Mayyas Mais Barjas
• 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.

Keywords

EN

EFL; grammar instruction; Moodle; reading comprehension

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2017
• Volume: 17
• Issue: 3
• Pages: 35-49

Contributors

author

Bataineh Ruba Fahmi

• Yarmouk University

author

Mayyas Mais Barjas

• Ministry of Education

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