Quasi-experimental design shows BGI's impact on speaking performance in Ethiopian college students, suggesting effective integration in EFL curricula.
This study investigates the effects of Blended Grammar Instruction (BGI) on Ethiopian college students’ oral communication skills. Grounded in sociocultural and cognitive learning theories, BGI integrates explicit grammar instruction with multimedia resources, particularly YouTube, to enhance contextual understanding and learner autonomy. Using a one-group repeated time-series quasi-experimental design, 23 second-year students at Hawassa College of Teacher Education received 16 weeks of instruction. Data from IELTS-based speaking tests were analyzed using the Friedman test, which showed significant improvement across testing periods (χ²(3, N = 23) = 23.554, p < .01). Pairwise comparisons via the Wilcoxon Signed-Rank test also confirmed significant gains between pre- and post-intervention assessments. Students demonstrated enhanced fluency, clarity, and confidence in speaking performance. Overall, the findings suggest that BGI effectively bridges the gap between grammar knowledge and communicative use, supporting its adoption in EFL curricula and teacher education within resource-limited contexts.
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Yohannes et al. (2025) studied this question.
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