Abstract
The medium of instruction contributes to the achievement of learning outcomes. In this context, both blended and online modes of course delivery are practised widely in higher education. However, there is a lack of empirical evidence on which mode is more useful for second language acquisition. This study evaluates the efficacy of both these modes in a communication skills training course using a pretest-posttest design. Analysis of paired t-test revealed that the task achievement is significantly better in the blended mode when compared to the online mode. The study is expected to be practically useful to instructors who wish to leverage technology in second language classrooms. The strategies presented here can be applied to all disciplinary domains and therefore has broader relevance.
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