چكيده
Current study was conducted to examine the effects of blended learning and classroom learning on Iranian male and female pre-intermediate EFL learners’ vocabulary knowledge. In so doing, 80 Iranian pre-intermediate EFL learners from Zabansara English Language Institute in Sanandaj, Iran were selected out of a pool of 120 learners based on their performance on Nelson homogeneity test. After that, they were assigned non randomly to one experimental group with 48 and one control group with 32 male and female EFL learners. Then, vocabulary knowledge scale was administrated to both groups as pre-test to find the unfamiliar vocabularies. Next, the treatment sessions were started. During 10 sessions of the treatment, the participants in experimental group were taught through blended learning and the participants in the control group were taught through traditional method and no special instruction was used as treatment. Finally, vocabulary test as the posttest was administrated and the obtained data were analyzed. The results of two-way ANOVA indicated that the experimental group significantly outperformed the control group on the posttest of vocabulary. Findings also revealed that female EFL learners, after receiving blended learning, significantly outperformed the male learners on the posttest of vocabulary. The findings of the current research may be beneficial for material developers in designing syllabi that are more adaptable with using blended learning to improve language learners’ vocabulary knowledge.
Keywords: Blended Learning, CALL, Classroom Learning, EFL Learners, Vocabulary Learning
