A systematic review on the effectiveness of blended learning on learners’ EFL vocabulary performance
DOI:
https://doi.org/10.47750/pegegog.12.04.21Keywords:
blended learning, vocabulary performance, systematic review, EFLAbstract
Researchers have shown significantly pervasive interest in English Foreign Language (EFL) vocabulary performance through blended learning in both K-12 and tertiary education. This study is a systematic literature review (SLR) of quantitative studies related to vocabulary performance through blended learning approach in EFL context aiming at exploring the trend of this research topic and the effectiveness of this teaching approach on learners’ vocabulary performance, EFL skills (except vocabulary performance), emotions and behaviors. We systematically searched articles on the related topic in four major databases, namely, Eric, Web of Science, Scopus and Google scholar from 2017 to 2021 and the reviewers independently performed the quality assessment by using PICOS principle. 45 out of 2894 studies with 3557 participants were included in this SLR article with which employed blended learning in experimental or quasi-experimental research designs mainly cultivating learners’ vocabulary. Results showed that blended learning approach was frequently associated with statistically positive significance and displayed better academic performance and imposed positive effect on learners’ EFL socio- psychological factors including skills, emotions and behaviors. This study quantifies an objective evaluation and precise estimation of the effects from blended learning studies that could further encourage researchers to bridge learning gaps and to know the research trend of this topic more comprehensively.
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