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

Rebecca Y Jee, Gabriele O'Connor


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.


blended learning; engagement; language assessment; language learning; performance;

Full Text:


International Journal of Advanced Corporate Learning (iJAC) – ISSN: 1867-5565
Creative Commons License
DBLP logo EBSCO logo Learntechlib logo MAS logo Google Scholar logo Ulrich's logo