Marzieh Moradi; Mohammad Reza Oroji; Sakineh Jafari
Abstract
The purpose of this research was to study the perception of intermediate PFL learners on the effects of blended learning on their Persian grammar and vocabulary knowledge. The purpose of blended learning, or the use of various experimental materials, is to properly mix traditional and regular educational ...
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The purpose of this research was to study the perception of intermediate PFL learners on the effects of blended learning on their Persian grammar and vocabulary knowledge. The purpose of blended learning, or the use of various experimental materials, is to properly mix traditional and regular educational materials of face-to-face classes with modern technology. The statistical population of the research was all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. 60 intermediate PFL learners studying Persian in different institutes in Tehran participated in this research. They were randomly divided into two groups namely the control group (= 30 learners) and the experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. Furthermore, the analysis of learners’ responses to the questionnaire showed that they all had a positive viewpoint towards blended learning. However, the experimental group had a better and more positive view towards it. The results could be beneficial to researchers, teachers, and linguists.
Monire Shahbaz
Abstract
Language learners are often expected to achieve an acceptable level in grammar, which is considered as the basis for all human languages. Teaching grammar was the main component of language teaching methods in the past. Even the communicative approach, the most widely-accepted teaching approach today, ...
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Language learners are often expected to achieve an acceptable level in grammar, which is considered as the basis for all human languages. Teaching grammar was the main component of language teaching methods in the past. Even the communicative approach, the most widely-accepted teaching approach today, did not ignore teaching grammar. Although teaching grammar was viewed as unimportant and laid aside for a short period of time, researchers and authors later realized that without teaching grammar, language learning would be of poor quality; as a result, they referred back to teaching grammar. All these point to the fact that mastery over grammar could help the learners in better comprehending and producing language. The present study is an attempt to present a framework on the basis of Keck and Kim (2014) for evaluating Persian grammar teaching textbooks. The name “Kem” is coined in the present study and is composed of 28 likert-scale questions. The “Kem” framework is made up of two main parts: explanations and activities.
