Abstract
Blended learning has become standard in foreign language instruction, particularly in acquiring English grammar. The main objective of the article was to find out whether blended approach enhances the process of acquiring new knowledge. The research was conducted at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, and the research sample consisted of 61 part-time bachelor students Data were collected in three phases: (1) face-to-face pre-testing to monitor entrance knowledge before the process of blended learning starts, (2) post-testing1 applied after the blended approach and (3) final face-to-face post-testing2 administered at the end of semester. Four hypotheses were tested to discover whether there exist statistically significant differences in test scores. The results entitle the described blended learning to be applied as appropriate approach to acquiring English grammar in ESP.
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This paper was supported by IGA project 2018 “ICT in FL education”, Faculty of Education, University of Jan Evangelista Purkyne, Usti nad Labem.
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Simonova, I. (2018). Enhancing Learning Success Through Blended Approach to Learning and Practising English Grammar: Research Results. In: Cheung, S., Kwok, Lf., Kubota, K., Lee, LK., Tokito, J. (eds) Blended Learning. Enhancing Learning Success. ICBL 2018. Lecture Notes in Computer Science(), vol 10949. Springer, Cham. https://doi.org/10.1007/978-3-319-94505-7_5
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