Examining the Efficacy of Blended Learning Inputs in Enhancing Saudi Students’ English Language Skills
DOI:
https://doi.org/10.17507/tpls.1504.29Keywords:
blended learning's efficacy, curriculum designers, English proficiency, significant improvements, various blended learning inputsAbstract
The application of blended learning is increasingly becoming an essential aspect of the pedagogical approaches for English language instruction at all stages of learning, from elementary school to university. As only a few research studies have explored blended learning's efficacy in enhancing English skills, this current study seeks to investigate the efficacy of various blended learning inputs in enhancing the English language proficiency of business students. The study adopted an experimental design with five intact classes as experimental and control groups. 197 participants from intact classes were selected through purposive sampling from the College of Business Administration, Prince Sattam Bin Abdulaziz University, Saudi Arabia. Participants from five intact classes were exposed to different blended instructional inputs: the rotation instructional input, flex instructional input, self-blend instructional input, and enriched-virtual blended instructional input, with a fifth class using the communicative language teaching approach as a control. Data were collected through standardized TOEFL pre-and post-tests. Results of the study demonstrated significant improvements in English proficiency across all groups, with the rotation model proving most effective. These findings offer valuable insights for curriculum designers, training program developers, and other stakeholders in various disciplines.
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