چكيده
The present study was an attempt to explore the effects of self-regulated learning supported blended classroom on Iranian EFL learners’ speaking ability and willingness to communicate. Moreover, the attitude of EFL learners and teachers towards self-regulated learning supported blended classroom was investigated. To accomplish this, 10 female EFL teachers were chosen based on the convenience sampling method. Moreover, 30 intermediate-level learners were selected among a larger population after administering the OPT from Safir language institute in Ahvaz. Then, the learners were divided into one experimental and one control group. Subsequently, as the research pretest, the willingness to communicate questionnaire and the speaking test were administered to the participants of both groups. Then, treatment lasted for sixteen sessions. During the treatment, the experimental group’s learners were provided with the instruction regarding learning strategies and self-regulated learning strategies that was held in a blended learning environment. On the other hand, the control group’s participants were provided with the training regarding learning strategies and self-regulated learning strategies that was not supported by blended learning and occurred traditionally. Having finished the treatment, the willingness to communicate questionnaire and the speaking test were administered among the participants of both groups as the posttest. Then and there, the self-regulated learning supported blended classroom questionnaire was given to the learners and teachers. The results showed that self-regulated learning supported blended classroom did have statistically significant effects on the EFL learners’ speaking ability and willingness to communicate. Besides, the learners and teachers did have positive attitudes towards self-regulated learning supported blended classroom.
