Comparing the effect of Blended Education and Traditional Classroom Instruction on English Language Learning

Ameta-analysis was conducted on the comparative blended learning literature until 2015. In total, 170 studies containing 215 independent achievement, motivation, attitude, and gender outcomes were analyzed. Overall results indicated large effect sizes on three measures of achievement, motivation, and attitude as well as wide variability, and effect size of essentially zero on the measure of gender. This suggested that many applications of blended learning outperformed their traditional classroom instruction counterparts, and that some performed more poorly. Moreover, the results indicated that there was not any significant difference between male and female language learners. Dividing the outcomes into synchronous and asynchronous forms of integrated learning did not produce different impression. In general, significant heterogeneity was not observed in each subset.