The Effects of Blended Learning Instructions on Vocabulary Development

Abstract

The present study aimed to investigate the effects of blended learning instruction on the vocabulary development of students. Blended learning is a very innovative teaching pedagogy for improving students’ vocabulary knowledge. The present study used a mixed method approach to find out the effectiveness of blended learning, they are such as qualitative and quantitative. Quantitatively the scores of the 1st Baseline Test and 2nd Baseline Test were used for the study. The 1st Baseline Test was conducted after the completion of four weeks of the traditional mode of teaching and the 2nd Baseline Test was conducted after the completion of four weeks of blended mode teaching. The qualitative method focused on students' perceptions of blended learning instruction and for this, a semi-formal interview was conducted with the students. A total of 50 students were selected for the study from the Bachelor of Technology (CSE), 2nd Semester, of Centurion University of Technology and Management, Paralakhemundi, Odisha, India. The finding of the quantitative result was that the 2nd Baseline Test score was higher than the 1st Baseline Test. Students' opinions were also found to be more favorable for blended learning teaching. Both from the qualitative and quantitative approach it was found that blended learning instruction can improve the students' vocabulary knowledge. Hence, the study suggests that blended learning should be introduced in every institution for the improvement of vocabulary knowledge in a more progressive way.