A Comparative Study of Online vs. Blended Learning on Vocabulary Development among Intermediate EFL Learners

Autor/in	Alipour, Poupak
Titel	A Comparative Study of Online vs. Blended Learning on Vocabulary Development among Intermediate EFL Learners
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1857489 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1857489
Schlagwörter	English (Second Language); Second Language Instruction; Blended Learning; Online Courses; Vocabulary Development; Instructional Effectiveness; Foreign Countries; Educational Technology; Technology Uses in Education; Late Adolescents; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Wortschatzarbeit; Unterrichtserfolg; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Halbstarker
Abstract	The current study aimed to investigate the impact of online vs. blended learning on developing vocabulary learning among Iranian intermediate EFL learners. To fulfill this, 90 Iranian intermediate EFL learners (17 to 19 years) participated and were divided into three equal groups. The control group received vocabulary instruction through the conventional methods of lecture and face to face teaching only. The online learning group and blended learning group received vocabulary instruction through LMS instructional model and blended learning instructional model, respectively. Using a before and after design, students were retested after 8 weeks. On a test of L2 vocabulary, the means revealed both online and blended learning groups outperformed the control group, moreover, no significant difference was found between online and blended learning groups. We recommend that there could be strong advantages for EFL students to devote their time to learning L2 vocabulary via online and blended learning under supportive conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01