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The Effect of Teaching Homonyms on Elementary Second Language Learners through Blended learning

كارشناسي ارشد

آموزش زبان انگليسي , آموزش زبان انگليسي

دانشگاه پيام نور مركز نجف آباد

۱۳۹۶

۱۳۹۷/۰۶/۲۵

مسعود سعيدي

مريم فرنيا

Blended learning , CALL , , Explicit learning , Homonyms , Implicit learning , Vocabulary

This study attempts to investigate the effect of the blended learning method to teaching problematic English vocabularies like homonyms to EFL learners. The studentsʹ performance is analyzed through comparing the efficacy of the proposed approach with the traditional one. Therefore, the present quasi-experimental research was conducted in order to examine the effect of the blended learning on the development of their lexical knowledge, especially homonyms. The study involved a total of 60 young female elementary students in two language institutes and a school in Isfahan, Iran. At the outset, the assent form was signed by all of the participants and their parents. Then, four intact classes of 11-15- year-old learners were given a proficiency test to be homogenized. They were grouped into two groups of blended learning and traditional incidentally. Furthermore, a pre-test and a post-test were used for the purpose of data collection. Although both of the two groups had significant improvement in terms of gains in mastery of homonyms, as confirmed by the results obtained from the Vocabulary Achievement Test (VAT), the participants in the blended learning group outperformed their counterparts in the other group, namely, the traditionally instructed group. Also, analyzing the results obtained through a questionnaire spoke to the superiority of the blended learning method in fostering a positive attitude towards the whole learning experience. These findings are of theoretical as well as pedagogical significance.

۱۳۹۷/۰۹/۱۵

سميه طاهري

49626