Tapping Iranian EFL Students’ Self-Regulation and Listening Skill through Implementing Blended Learning Practice

Kiani, L., Jafarpour, A., Taheri-Ardali, M., & Jam, B. (2022).

Abstract:

The present study was designed to investigate the effect of implementing blended learning practice on EFL students’ self-regulation and listening skill development. The convenience sampling method was applied for the selection of 40 intermediate EFL students from Fazilat and Afarinesh public high schools in Andika, Khuzestan, Iran. Four instruments were used in this study including Quick Placement Test (QPT), a listening test, a self-regulation questionnaire, and WhatsApp social media software. To conduct this study, all the participants were randomly divided into two groups: An experimental group (n=20) and a control group (n=20). Before the instructional phase, the listening test and self-regulation questionnaires were administered. The instructional phase lasted for an academic semester for about three months once a week in 12 60-minute sessions. The experimental group of the study received blended learning practice in which the listening instruction was presented in both face-to-face and virtual modes. In this study, The Flex model of blended learning was practiced. On the other hand, the control group did not receive any special treatment. At the end of the instructional phase, the listening test and self-regulation questionnaires were administered again. The results of the study revealed that practicing a blended-learning approach to teaching enhanced Iranian intermediate EFL students’ self-regulation and listening skill. This study might have some implications for EFL learners, teachers, and teacher educators.