Blended Learning (B-learning) via Google Classroom (GC) and Iranian EFL Learners’ Writing Accuracy: Effects and Percepts

Abstract

This study explored the contributions of B-learning via GC to Iranian EFL learners’ writing accuracy. The study adopted a sequential explanatory mixed methods design via collecting and analyzing both quantitative and qualitative data. Participants included 65 Iranian, lower-intermediate, female, EFL learners who received treatment in an experimental and a control group. Before treatment, a writing pretest was administered and learners’ writing accuracy was computed in line with Foster and Skehan (1996). Next, the experimental group received writing instruction in a blended mode via GC while the control group received the conventional face-to-face (F-to-F) writing instruction. After the treatment, the researcher administered a writing posttest. Moreover, 12 participants from the experimental group were interviewed to examine their perceptions concerning the efficacy of GC towards improving their writing accuracy. The results of quantitative data analyses revealed that the implementation of GC in a B-learning mode had a significant effect on EFL learners’ writing accuracy. The results of qualitative data analyses demonstrated that the learners referred to four features including feedback efficacy, access to online resources, interest, and collaboration as main factors contributing to their writing accuracy. Based on the findings, EFL teachers are recommended to implement GC if they intend to improve EFL learners’ writing accuracy in an interesting platform that lends itself to effective feedback, provides easy access to online resources, and promotes collaborative learning.