Suchergebnisse

The blended learning approach (BLA) is a popular trend in higher education because it combines the merits of traditional, face-to-face (FTF) learning, and online learning. This research aims to investigate the effect of implementing the BLA via eLearning on Egyptian undergraduates' EFL reading and writing achievement compared to their peers' achievement who only received FTF instruction. The study is qu-asi-experimental. A total of 55 freshmen at a private university in Egypt were divided into two experi-mental (study) groups and one control (FTF) group. Students had a reading and writing pre-test before the treatment, and after the treatment, they took a post-test and completed a survey about their satis-faction with the BLA. The results were analyzed using the T-test, post-hoc test, and one-way ANOVA. The study groups outperformed the control group in the post-tests, showing improvement in vocabulary acquisition and usage of language mechanics. Both groups perceived BLA as convenient; they were sati-sfied with options for eLearning and valued interaction with their peers and instructor. Results revealed that students' attitudes toward technology, work load, and accessibility to stable connections could affect their satisfaction with BLA. Improving digital infrastructure and enhancing learners' interaction in the BL environment are recommended to cater for students' communicative needs that are required for sustainability educational goals.