COMBINING FACE-TO-FACE INTERACTION AND ONLINE LEARNING IN A YOUNG LEARNER EFL SPEAKING CLASSROOMS
Keywords:Blended Learning, Hybrid Learning, Online Learning, EFL Speaking
This study was aimed at finding out whether the implementation of blended learning by combining face-to-face interaction and online learning simultaneously in a young learner EFL speaking classroom could significantly improve their speaking proficiency. The data were collected by administering a monologue speaking test before and after the treatment by using this type of blended learning. The pretest and post-test scores were compared statistically using Wilcoxon’s Matched Pairs Signed Rank Test, which is a non-parametric significance test, because the data were not normally distributed based on the Shapiro Wilk test, even after data transformation attempts. In addition, the effect sizes were calculated by using a statistic analogous to the r used in the Mann–Whitney Test. The analysis results showed that the overall speaking proficiency significantly improved (p-value = 0.000). When speaking skills were analyzed individually, the p-value for all speaking skills showed significant evidence of improvement. The effect sizes were large except for the vocabulary component. Based on these results, it can be concluded that the implementation of blended learning by combining face-to-face interaction and online learning simultaneously in a young learner EFL speaking classroom could significantly improve the students’ speaking proficiency. Therefore, it is recommended that teachers apply this blended learning model to promote speaking skill practice in an EFL language classroom.
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