Investigating the Impact of Blended Learning on EFL Vocabulary Acquisition in Pakistani Secondary Schools

Abstract

This study examines the effectiveness of blended learning in enhancing English as a Foreign Language (EFL) vocabulary acquisition among secondary school students in Pakistan. Blended learning, combining traditional face-to-face instruction with online resources and activities, has gained considerable attention in educational research for its potential to enhance learning outcomes. In this research, a mixed-method approach was employed, incorporating quantitative data analysis and qualitative insights through interviews and observations. A sample of secondary school students was divided into experimental and control groups, with the experimental group receiving instruction through a blended learning approach, while the control group followed traditional classroom instruction. Pre and post-tests were administered to measure vocabulary acquisition, supplemented by qualitative data to explore student experiences and perceptions. The findings reveal significant improvements in EFL vocabulary acquisition among students in the experimental group compared to those in the control group. Moreover, qualitative data indicate positive attitudes towards blended learning, with students expressing satisfaction with the flexibility and interactivity afforded by the approach. This study contributes to the growing body of literature on the efficacy of blended learning in language education, offering insights into its potential application in the Pakistani secondary school context.