36.3287, Books: Blended Learning and EFL in Post-Compulsory Education. Effects, Perceptions, and a Teaching Proposal: Oller and Moreno (2025)

Tue Oct 28 16:05:02 UTC 2025

LINGUIST List: Vol-36-3287. Tue Oct 28 2025. ISSN: 1069 - 4875.

Subject: 36.3287, Books: Blended Learning and EFL in Post-Compulsory Education. Effects, Perceptions, and a Teaching Proposal: Oller and Moreno (2025)

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Date: 24-Oct-2025
From: Ulrich Lueders [contact at lincom.eu]
Subject: Blended Learning and EFL in Post-Compulsory Education. Effects, Perceptions, and a Teaching Proposal: Oller and Moreno (2025)

Title: Blended Learning and EFL in Post-Compulsory Education. Effects,
Perceptions, and a Teaching Proposal
Series Title: LINCOM Studies in Second Language Teaching 31
Publication Year: 2025

Publisher: Lincom GmbH
           https://lincom-shop.eu/
Book URL:
https://lincom-shop.eu/epages/57709feb-b889-4707-b2ce-c666fc88085d.sf/de_DE/?ObjectPath=/Shops/57709feb-b889-4707-b2ce-c666fc88085d/Products/%22ISBN%209783969392560%22

Author(s): María del Pilar López Oller and Diego Rascón Moreno

Paperback. 17x24 cm. ISBN 9783969392560. LINCOM Studies in Second
Language Teaching 31. 102pp. EUR 52.80. 2025.

Abstract:

Due to the COVID-19 pandemic and current space limitations, blended
learning has become a necessity for many state schools in Andalusia,
Spain. They have strived to supply students with the best of both
face-to-face and distance learning experiences. This book includes the
investigation of learning in different environments by EFL (English as
a Foreign Language) students of Bachillerato (Post-Compulsory
Secondary Education in Spain). Not only an experimental study with 60
participants in a state school in Seville was carried out to examine
the effects of blended versus face-to-face learning on their
communicative skills, but also the learners’ and instructor’s
satisfaction with this type of learning was gauged.
Data could be gathered from the students’ performance in pre-tests and
post-tests assessing the four communicative skills, on the one hand,
and through the administration of the students’ Blended Learning
Experience Questionnaire and the teacher’s observation, on the other
hand. The results of this research prove that in general blended
learning enhanced students’ communicative skills, facilitated their
learning experience, contributed to increasing this cohort’s
motivation and engagement towards learning English, and led to
effective language teaching.
Keywords: Blended learning, face-to-face learning, English as a
Foreign Language, mixed method research, student and teacher
perspectives.

Linguistic Field(s): Language Acquisition

Subject Language(s): English (eng)

Written In: English (eng)

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