The impacts of implementing e-blended learning approach (e-BLA) in communicative english language skills I course: Focused on Wolaita Sodo University,Ethiopia

Abstract

This study dealt with the impacts of implementing an e-blended learning approach (e-BLA) in communicative English language skills 1 (CELS1) course to achieve English speaking skills (ESS). Hence, the pre & post-test design of a quasi-experimental study was employed. The informants were two sections’ 102 students (50 & 52) who were categorized under comparison & treatment groups to pass through CMI & an e-BLA respectively. The tools were then tests, classroom observation & FGD. Six among the treatment group were selected for the FGD. The quantitative data of independent & paired samples t-tests were utilized to determine the significant differences of inter & intragroup between an e-BLA & CMI at 0.05 (5%) alpha level. The qualitative data of FGD & observations were thematically analyzed in a statement form. Hence, the mean comparison of pretest scores in independent samples t-test (53.02 & 54.19) reveals the absence of significant difference of scores between the two groups before intervention. However, after the intervention, the treatment group outscored (70.81) significantly higher (p < .05) than the comparison group (55.56) on SST. Similarly, the paired samples t-test indicated the magnitude of the posttest (70.81) over the pre (54.19) with the effect size −3.4. Likewise, the qualitative data revealed the informants achieved ESS better in e-BLA than CMI. Therefore, Ethiopian educational curriculum should consider e-integrated instructions in all subjects & all levels.

Keywords

Communicative english language skills 1 course conventional modes of instruction EFL instructors e-blended learning approach e-learning speaking skills’ achievement

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