Blended Learning Impact on Studying English as a Foreign Language
Abstract
The paper focuses on the research of the efficiency of three primary forms of teaching
and besides, blended learning influence on learning and teaching English as a foreign language at Yuriy
Fedkovych Chernivtsi National University, Ukraine, at Faculties of Economics (particularly, Economic
Cybernetics), Law, Pedagogy and Psychology, Philology, for two academic years 2020/2021,
2021/2022. The study sample consisted of 120 students from 4 mentioned faculties who took the
compulsory academic discipline English for Specific Purposes in the 1st, 2nd and 3rd semesters in
compliance with their curriculum. The objectives of the study are to analyze and compare the
effectiveness of the practical application of the three primary forms of education (full-time, distant and
blended) and to study the impact of blended learning on teaching and learning English as a foreign
language in practical classes of the compulsory English course. For the research, a questionnaire survey
divided into two parts was used. Each of the survey parts included four items. The second part of the
survey was conducted based on the typical 5-level Likert scale. To analyze the elicited data, SPSS
(Statistical Package for the Social Sciences) program was used for the qualitative research. The
outcomes in both parts are presented in percentages. The study conclusions showed that a blended study
is the challenge of the present-day education system and is highly approved by university students. They
are sure that using blended learning in teaching EFL at Chernivtsi National University is beneficial,
advantageous and productive for improving skills in English as a foreign language course. Four-fifths of
the respondents stated that their language proficiency skills significantly enhanced compared to
conventional teaching methods.