The Effect of Blended Learning on Student Motivation and Language Proficiency

Abstract

This paper examines whether blended learning has any impact on student motivation and proficiency in learning English language. The type of study was a quantitative quasi-experimental design that included 60 students (including a control group and an experimental group: the implementation of blended learning and traditional learning). Data collected was through pre-test and post-test analysis and an organized motivation questionnaire. The results demonstrated that the experimental group demonstrated an outstanding enhancement in the language proficiency in which the mean scores rose by 52.4 in the pre-test to 74.6 in the post one, unlike the control group which fell by 51.9 to 62.3. Moreover, the mean scores of the experimental group rose by 0.2 to 4.3, and in the control group, its level improved insignificantly as the average scores shifted by 0.0 to 0.4. The findings suggest that blended learning was found to have positive effects on cognitive and affective constructs to language learning as it encouraged engagements, flexibility, and interactive learning processes. The research comes up with the conclusion that blended learning is better than traditional teaching techniques in enhancing student achievement. The results will be of great benefit to educators and policy makers who can incorporate technology-enhanced learning methods in language teaching.