آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 129 |
| تعداد مقالات | 1,616 |
| تعداد مشاهده مقاله | 1,853,238 |
| تعداد دریافت فایل اصل مقاله | 1,715,884 |
The Impact of Blended and Virtual Learning on Willingness to Communicate and Oral Proficiency in Iraqi EFL Learners: A Mixed Methods Study | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 10، دوره 14، شماره 1، تیر 2026، صفحه 199-218 اصل مقاله (556.75 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.30974.1875 | ||
| نویسندگان | ||
| Sami Raihan1؛ Saeed Ketabi* 2؛ Zargham Ghabanchi3 | ||
| 1PhD Candidate in ELT, University of Isfahan, Isfahan, Iran | ||
| 2Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran | ||
| 3Associate Professor of Applied Linguistics, Department of English, Faculty of Faculty of Letters and Humanities Ferdowsi University of Mashhad, Mashhad, Iran | ||
| چکیده | ||
| This study investigated how blended learning (BL) and virtual learning (VL) impacted Iraqi EFL learners' willingness to communicate (WTC) and their oral proficiency. Utilizing a mixed-methods approach, researchers involved 120 students from Karbala University, who were randomly assigned to face-to-face, virtual, and blended learning groups. Quantitative data were collected through pre- and post-tests, while qualitative insights were gathered from semi-structured interviews with EFL instructors. Findings revealed that both BL and VL significantly enhanced learners' WTC, with no notable differences between the two methods. However, BL demonstrated greater effectiveness in improving oral proficiency compared to VL. The Iraqi EFL teachers generally expressed positive views toward both teaching methods, with a preference for blended learning. The study concluded that while both approaches offered valuable benefits for EFL instruction, the blended learning emerged as a particularly effective method by combining the strengths of virtual and face-to-face teaching. These results could provide insights for developing effective EFL teaching strategies that utilize various learning modalities. | ||
| کلیدواژهها | ||
| blended learning؛ EFL؛ oral proficiency؛ virtual learning؛ willingness to communicate (WTC)؛ Iraqi EFL Learners | ||
| مراجع | ||
|
Al-Amrani, S. N., & Harrington, M. (2020). The impact of online social presence on Omani female students’ willingness to communicate in English. Computer-Assisted Language Learning Electronic Journal, 21(2), 220-237. https://callej.org/index.php/journal/article/view/305
Alamri, H. A., Watson, S., & Watson, W. (2021). Learning technology models that support personalization within blended learning environments in higher education. TechTrends, 65(1), 62-78. https://doi.org/10.1007/s11528-020-00530-3
Ali, S. M., Yunus, K., Alshaikhi, T., Abugohar, M. A., Mohana, T., & Mustafa, T. (2023). The effects of blended learning on first-year Arab university students' oral production. World Journal of English Language, 13(8), 146-157.
Alqarni, N. (2021). Language learners’ willingness to communicate and speaking anxiety in online versus face-to-face learning contexts. International Journal of Learning, Teaching and Educational Research, 20(11), 57-77. https://doi.org/10.26803/ijlter.20.11.4
Al-samarraie, H., & Saeed, N. (2018) A systematic review of cloud computing tools for collaborative learning: opportunities and challenges to the blended-learning environment. Computers and Education, 124, 77-91. https://doi.org/10.1016/j.compedu.2018.05.016 Alsowayegh, N. H., Bardesi, H. J., Garba, I. & Sipra, M. A. (2019). Engaging Students through Blended Learning Activities to Augment Listening and Speaking. Arab World English Journal (AWEJ) Special Issue on CALL (5). 267-288. https://dx.doi.org/10.24093/awej/call5.18
Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2010). Trends in Global Higher Education: Tracking an Academic Revolution: A Report Prepared for the UNESCO 2009 World Conference on Higher Education. http://www.unesco.org/tools/fileretrieve/2844977e.pdf
Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with Internet-based MBA courses. Journal of Management Education, 24(1), 32–54. https://doi.org/10.1177/105256290002400104
Bahiyah, N. (2023). Revolutionizing education: Unlocking the potential of asynchronous video for interactive online learning. International Journal of Education and Humanities, 3(2), 187-196. https://doi.org/10.58557/(ijeh).v3i2.149
Baranik, L. E., Wright, N. A., & Reburn, K. L. (2017). Mentoring relationships in online classes, The Internet and Higher Education, 34, 65-71. https://doi.org/10.1016/j.iheduc.2017.05.001
Blignaut, A. S., & Els. C. J. (2010). Competency assessment of postgraduate students’ readiness for higher education. The Internet and Higher Education, 13(3), 101–107. https://doi.org/10.1016/j.iheduc.2010.02.007
Carter, P., & Darling-Hammond, L. (2016). Teaching diverse learners. In Gitomer, D. & Bell, C. Handbook of research on teaching (5th ed.) (pp. 593-638). Casemate Group.
Chen, Y., & Hsu, C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers and Education, 154, Article 103910. https://doi.org/10.1016/j.compedu.2020.103910
Ebadi, S., & Ebadijalal, M. (2020). The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency. Computer Assisted Language Learning, DOI: https://doi.org/10.1080/09588221.2020.1854311
Ebadi, S., Khazaei, S., & Bashiri, S. (2020). Technology acceptance of NAVID learning management system in the Iranian medical English courses under the COVID-19 pandemic. Journal of English Language Teaching and Learning, 12(26), 401-433. https://doi.org/10.22034/elt.2021.42131.2296
Hampel, R. (2010). Task design for a virtual learning environment in a distance language course. I M. Thomas and H. Reinders, (Eds). Task-Based Language Learning and Teaching with Technology (pp.131-153). Continuum Publisher
Hoang, D. T. N., McAlinden, M., & Johnson, N. F. (2023). Extending a learning ecology with virtual reality mobile technology: Oral proficiency outcomes and students’ perceptions. Innovation in Language Learning and Teaching, 17(3), 491-504. https://doi.org/10.1080/17501229.2022.2070626
Kadhim, S. H., & Kamil, S. A. (2024). The correlation between Iraqi EFL university students’ willingness to communicate and productive skills performance. Alustath Journal for Human and Social Sciences, 62(42), 22-67.
Kartal, G., & Balçikanli, C. (2018). Willingness to communicate and communication anxiety of EFL learners in a virtual world. Educational Technology, 15(3), 7-25. https://doi.org/10.26634/jet.15.3.14549
Kerimbayev, N., Nurym, N., Akramova, А. & Abdykarimova, S. (2020). Virtual educational environment: Interactive communication using LMS Moodle. Education and Information Technologies, 25(3), 1965-1982. https://doi.org/10.1007/s10639-019-10067-5
Kubota, R. (2016). Neoliberal paradoxes of language learning: xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480. https://doi.org/10.1080/01434632.2015.1071825
Lee, J. S., & Lee, K. (2019). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24(6), 813–833. https://doi.org/10.1177/1362168819831408
Lee, J. S., & Liu, L. (2024). Dynamicity of EFL learners’ willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 45(6), 2078-2096. https://doi.org/10.1080/01434632.2022.2039677
Manegre, M., & Sabiri, K. A. (2022). Online language learning using virtual classrooms: an analysis of teacher perceptions. Computer Assisted Language Learning, 35(5–6), 973–988. https://doi.org/10.1080/09588221.2020.1770290
Martín-Gutierrez, J., Mora, C. E., Anorbe-Díaz, B., & Gonzalez-Marrero, A. (2017). Virtual technologies trends in education. EURASIA Journal of Mathematics, Science & Technology Education, 13, 469-486. https://doi.org/10.12973/eurasia.2017.00626a Okuto, D. A. (2023). Assessment of Experiences with Virtual Learning Among Students in Universities in Nairobi, Kenya (Doctoral dissertation, University of Nairobi).
Rahimi, M., & Fathi, J. (2024). Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: The case of EFL learners. Computer Assisted Language Learning, 37(4), 924–960. https://doi.org/10.1080/09588221.2022.2064512
Tang, G. M. (1997). Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance. TESL Canada Journal, 15(1), 39–57. https://doi.org/10.18806/tesl.v15i1.691
Teng, X., & Zeng, Y. (2022). The effects of blended learning on foreign language learners’ oral English competence. Theory and Practice in Language Studies, 12(2), 281-291. https://doi.org/10.17507/tpls.1202.09
Tran, T. T., & Hoa, C. T. H. (2024). Impacts of a blended learning model on EFL students' engagement and English proficiency: Evidence from IELTS preparation courses. In Bui, H. P., Kumar, R., & Kamila, N. K. (eds). Innovations and applications of technology in language education (pp. 177-192). Auerbach Publication. https://doi.org/10.1201/9781003473916
Tseng, H., Kuo, Y-C., Kuo, & Y-T. (2020). Internet self-efficacy, self-regulation, and student performance. African-American Adult Students in Online Learning, 19(2), 161-180.
van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185
Vesisenaho, M., Juntunen, M., Hakkinen, P., Poysa-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal of Virtual Worlds Research, 12(1), 1–15. https://doi.org/10.4101/jvwr.v12i1.7329
Wichadee, S. (2017). A development of the blended learning model using Edmodo for maximizing students’ oral proficiency and motivation. International Journal of Emerging Technologies in Learning (Online), 12(2), Article 137. https://doi.org/10.3991/ijet.v12i02.6324
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian journal of applied linguistics, 7(1), 64-71. https://doi.org/10.17509/ijal.v7i1.6859
Zhang, J., Beckmann, N., & Beckmann, J. F. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System, 72, 226-239. https://doi.org/10.1016/j.system.2018.01.003
Zhang, L. (2023). Trends in educational technology: Transforming learning globally. International Journal of Business Management and Visuals, 6(1), 22-28.
Zhou, A. (2023). Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese EFL learners: a mixed methods study. Frontiers in Psychology, 14(1), Article 1177922. https://doi.org/10.3389/fpsyg.2023.1177922 | ||
|
آمار تعداد مشاهده مقاله: 386 تعداد دریافت فایل اصل مقاله: 185 |
||