Ang Li

This study examines the effectiveness of blended learning (BL) on English learners pursuing higher education in China. A meta-analysis was used for the statistical synthesis of studies, contrasting students’ performance in BL conditions with that in traditional face-to-face instruction. English acquisition includes four areas in English as a Foreign Language (EFL) classroom, including listening, speaking, reading, and writing. Listening and reading are receptive skills that can be improved by input-based exercises, while speaking and writing are productive skills that require students do much output-oriented practice. Therefore, with skill type as a moderator variable, the synthesis result shows that BL demonstrates a small summary effect (SMD=0.4, p<0.001) compared with traditional teaching methods. A larger mean effect size is found in receptive skills acquisition (SMD=0.46, p<0.001) compared with that of productive skills acquisition (SMD=0.31, p<0.001). The findings indicate that BL generates better learning performance in receptive skill classes (listening and reading) than in productive skills (speaking and writing). This research provides insights into online English learning instruction.

blended learning, receptive skills, productive skills, effect size, meta-analysis

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