A META-ANALYSIS OF BELNDED LEARNING IMPLEMENTATION IN EFL CONTEXT

Abstract

This study measured the blended learning effect within the English as a Foreign Language (EFL) condition under a quantitative meta-analytic system. Having begun with a starting dataset of fifty experimental publications published between 2012 and 2023, twenty-eight were selected, and produced thirty-three effect sizes on diversified education levels and linguistic proficiency.

Using a random-effects methodology, the cumulative effect size was 1.938 (p < 0.001), highly significant and indicating a very strong positive effect of blended learning on English proficiency. Subgroup analyses identified the strongest results for listening (ES = 5.014), speaking (ES = 2.033), grammar (ES = 2.338), and writing (ES = 1.849), while vocabulary (ES = 1.079) and reading (ES = 1.505) registered significant but comparatively smaller achievement

 These findings show the strength of blended learning in improving EFL skills, especially oral and interactive skills. This study is significant in terms of integrating scattered empirical findings using a systematic meta-analytic procedure and thus bolstering the theoretical base of blended learning research.

In practice, the findings provide actionable recommendations for teachers and curriculum development when designing effective, technology-rich pedagogies. It confirms the research that blended learning is a viable and satisfactory pedagogic approach toward advancing language teaching employing EFL scenarios.