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.