The effects of blended learning on students’ achievement in a foundation english course: A study on foundation english students at TISHK University in Erbil, Iraq
Blended learning offers numerous opportunities for learners and teachers with the advancements in web technologies in education. This study explored the effects of blended learning on students’ achievement in Foundation English course. To this aim, 30 freshman students who were studying at TISHK International University in Erbil, Iraq were split into two groups via stratified random sampling with an intervention lasting 12 weeks in 2021-2022 Academic Year. Control group students received a traditional instruction, while experimental group were exposed to a blended learning instruction model. The data were collected through two exams on English competency, a questionnaire and an interview in this mixed methods design study. Subsequently, SPSS 27. and MAXQDA were employed to analyze the data accordingly. The findings indicated that experimental group students who took part in blended learning activities outperformed with 0.001 p-value, while the progress was not significant in control group students who took traditional instruction. Likewise, interview and questionnaire analysis unearthed that asynchronous video lessons and Google Form quizzes enhanced their English proficiency tremendously, increased their self-confidence and improved their motivation. The findings of this study may have some implications for educators who consider the implementation of blended learning in their institutions.
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