Effects of different input modes on blended EFL speaking instruction: a quasi-experimental study

Abstract

While blended learning has received scholarly attention in EFL contexts, little empirical research has investigated the effects of online input modes on learning achievement and attitudes. This study thus examined the effects of bimodal and multimodal online input on blended speaking instruction in a Chinese university. A quasi-experimental, between-subjects design over 20 wk involved two groups of participants. A bimodal group (BG, N = 30) learnt with online text-and-audio materials, while a multimodal group (MG, N = 30) learnt with online videos. In order to examine their learning achievement and attitudes, two speaking tests, one questionnaire and semi-structured interviews were administered in the study. The quantitative results revealed that learners’ speaking skills and learning attitudes improved through both bimodal and multimodal blended learning. However, no significant differences were found between the two groups in terms of both speaking performance and learning attitudes. The qualitative results for learning experience showed that students in both groups generally expressed a positive attitude towards engaging in blended learning to enhance their comprehensive speaking skills. The study aligned with the literature while allowing an empirical discussion of the effects of different input modes on blended course design and explicit speaking instruction.