THE IMPACT OF BLENDED LEARNING APPROACH ON GENERAL ENGLISH ACHIEVEMENT AMONG INTERMEDIATE EFL LEARNERS

Abstract

            This study examined the effect of blended learning strategy on student's general English achievement. To do this study, 64 intermediate EFL learners were selected among 118 students at a junior high school. Then, the selected participants were divided into two equal groups; one experimental (blended learning) and one control (traditional learning) group. After that, both groups were pretested by a general English achievement pre-test. Then, both groups received the treatment. The learners in the blended learning group received traditional teaching methods of English idioms plus learning through using computers and the internet. On the other hand, the control group was taught in the traditional classroom. The traditional classroom setting was deprived of the computer and the internet and the students were taught in the classroom only based on their course textbook. After the treatment, both experimental groups took the post-test of general English achievement. The results of paired and independent samples t-tests revealed that the experimental group had better performance on their post-test compared to their pre-test. Finally, implications arising from the findings, and suggestions for further research were explained.