The Effects of Blended Learning on First-Year Arab University Students' Oral Production

Abstract

Arab language learners struggle with oral production due to limited exposure to the English language, the absence of direct interaction with English-speaking populations, and the prevailing English teaching and learning approaches offered by educational institutions. Blended learning approaches in language teaching and learning were established in the English as a Foreign Language (EFL) context to improve students’ skills. This study examined the impact of a blended learning approach on first-year Arab university male and female students’ oral production using a mixed-methods’ approach. The study enrolled 120 First-Year Arab university students from four Arab countries (Syria, Jordan, Egypt, and Saudi Arabia). Study participants from each country were then randomized into two groups: experimental and control groups. Additionally, four teachers and four students volunteered to participate in study interviews. Data was collected using three research instruments: The Oxford Online Placement Test, the pre-test and post-test, and semi-structured interviews. The use of the blended learning approach in the EFL context had a positive impact on first-year Arab university students' oral production. Using a blended learning approach in EFL contexts can enhance students’ achievement and improve students’ engagement. However, instructors were faced with barriers such as limited technological infrastructure, uneven digital literacy, and cultural norms and values when attempting to use the blended learning approach in Arab EFL classrooms. There are significant implications for instructors and institutions that seek to use a blended learning approach, such as pedagogical adaptation, technological competence, content creation, and individualized learning.