Utilizing Blogs and WebQuests for Learning Authentic Tasks When Building Students' Spanish Vocabulary Via Blended Learning
Abstract
The purpose of this research study was to assess the impact of blended learning on
student learning performance and motivation when developing their Spanish vocabulary
using blogs and WebQuests. The participants were 15 undergraduate students enrolled at
a private college located in Wisconsin. The researcher used a mixed-methods design
(quantitative and qualitative). For the quantitative component, a t-test was used to analyze
data obtained from the pre and post-test learning results of the students. The results of the
pre-test were that the control and experimental group were equal in terms of their
vocabulary knowledge. The p-value was .87 > 0.05 and the means of the two groups were
5.5 and 5.6. The results of the post-test showed a p-value = .043 < .05. The null
hypothesis was rejected and the research hypothesis was accepted at the .05 level of
significance based upon the post-test results. The p-value was .043, less than the .05
significance level needed. This evidence supports the research hypothesis, which stated
that learners, exposed to the blended learning approach, recalled more vocabulary and
had better comprehension than the control group, which only received the input in the
classroom setting. For the qualitative component, the researcher used the phenomenology
type of qualitative research because it allowed for the analysis and description of
students’ reactions, experiences, and feelings toward the tasks. The results of this
phenomenological study presented positive student perceptions in terms of motivation
when being exposed to the blended learning instruction.
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