The Impact of Blended Learning on Teaching English for Vocational Purposes

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Abstract

The one-group experiment attempted to investigate the impact of blended learning on teaching English for Vocational Purposes (EVP). To maximize its internal and external validity, methodology of triangulation was employed. The results obtained indicate considerable progress and statistically significant differences between the pre-treatment and post-treatment scores in the overall acquisition of technical terminology and in the area of vocational vocabulary learned productively.

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Sponsor

Keywords

blended learning formula, English for Specific/Vocational Purposes, vocabulary acquisition, productive vocabulary knowledge, receptive vocabulary knowledge

Citation

Glottodidactica, Vol. 39/1 (2012), s. 47-56.

ISBN

83-232-1043-8

DOI

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Rights Creative Commons

Creative Commons License

Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego