Iranian EFL learners held predominantly positive attitudes toward blended vocabulary learning, citing flexible timing, personalized learning, and the systematic app design¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Semi-structured interviews with five high-scoring experimental-group students revealed positive aspects of blended learning organized around timing, personalized learning, and the systematic blended app. → Ebadi and Ghuchi 2018

Evidence¶

Ebadi and Ghuchi 2018¶

Saman Ebadi, Khadijeh Davood Ghuchi. (2018). Investigating the Effects of Blended Learning Approach on Vocabulary Enhancement from EFL Learners' Perspectives. i-manager's Journal of English Language Teaching, Vol. 8 No. 2, April - June 2018. https://eric.ed.gov/?id=EJ1185411

q1 · i? · causal · r2

Qualitative open-thematic coding of semi-structured interviews with 5 experimental-group students selected for high pre- and post-test scores, each lasting about 20 minutes. Participants praised "flexibility and convenient timing" and "systematic and personalized learning"; one noted the method "constituted active learning".

"The findings revealed that the participants identified several main benefits to the blended learning environment, including its flexibility and convenient timing, its systematic and personalized learning, as well as some suggestions with regard to the usefulness and the use of various sources in blended learning."

Discussion¶

Related Claims¶

• Supplemental blended learning with the Memrise app produced significantly higher post-test vocabulary scores than face-to-face instruction in Iranian EFL learners — related
• Iranian undergraduate EFL learners taught idioms with humorous video clips hold positive attitudes toward their classroom use — related