Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners

Authors

  • Rebecca Y Jee Voxy
  • Gabriele O'Connor Voxy

DOI:

https://doi.org/10.3991/ijac.v7i3.3986

Keywords:

blended learning, engagement, language assessment, language learning, performance,

Abstract


Despite initial participant enthusiasm for e-learning products, severe abandonment has plagued several commercially available e-learning materials intended for autonomous usage [1]. To mitigate attrition rates and provide maximally effective instruction fostering user interest and engagement, Voxy has designed an online learning program within the Task-Based Language Teaching (TBLT) framework, which provides English language learners authentic, relevant content in conjunction with online tutoring sessions. Early research by Voxy on how blended learning impacts performance and engagement has revealed that learners who participate in synchronous, one-on-one tutoring sessions are more engaged than learners who do not; not surprisingly, the learners who are more engaged also show greater proficiency improvements as well.

Author Biographies

Rebecca Y Jee, Voxy

Senior Associate, Pedagogy & Research

Gabriele O'Connor, Voxy

Tutoring Manager

Downloads

Published

2014-10-13

How to Cite

Jee, R. Y., & O’Connor, G. (2014). Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners. International Journal of Advanced Corporate Learning (iJAC), 7(3), pp. 12–16. https://doi.org/10.3991/ijac.v7i3.3986

Issue

Section

Papers