The Effect of Synchronous, Asynchronous and Hybrid Learning Models on EFL Learners’ Achievement
اکرم لبافی
1
(
)
Sorayya Behroozizad
2
(
Islamic Azad University
)
Nahid Zarei
3
(
Assistant Professor of Applied Linguistics, Islamic Azad University, Maragheh Branch, Iran
)
الکلمات المفتاحية: Synchronous, Asynchronous, Hybrid Learning Models, EFL Learners’ Achievement,
ملخص المقالة :
The outburst of COVID-19 pandemic brought about significant alterations in educational environments and teaching methodologies globally. This study examines the impact of synchronous, asynchronous, and blended learning approaches on the motivation and academic success of learners studying English as a Foreign Language (EFL). The primary objective of this research is to assess how synchronous, asynchronous, and hybrid learning models affect the academic performance of EFL students. A Non-Randomized Control Group Design with repeated measures was utilized, involving 80 pre-intermediate EFL learners who were categorized into three experimental groups: synchronous, asynchronous, and hybrid learning models, and a control group. The language achievement test which comprehensively tests Speaking, Reading and Writing skills was content validated by language experts’ review and criterion related validated using standardized tests that had very high correlations. The data was analyzed descriptively (using mean scores and standard deviations) and inferentially (using ANOVA for repeated measures), to test for differences in language achievement among the teaching conditions. The results indicated significant variations in language scores across all instructional modes employed (p < .05). Notably, the hybrid model outperformed both the synchronous and asynchronous models, suggesting that the hybrid approach may effectively improve language proficiency among learners.
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