Effect of Virtual Vs. Blended Language Instruction on the Development of Receptive Skills and Motivation by Iranian Intermediate EFL Learners

Following the Covid-19 pandemic outbreak during 2020 and 2021, there has been a significant shift towards technology-based education. This study has investigated the comparative effec-tiveness of various online instructional methods in comparison to traditional teaching styles. Specifically, it has assessed the impact of virtual and blended learning on the motivation and development of L2 receptive skills among intermediate EFL learners in Iran. The research in-volved the creation of pre-tests and post-tests based on Touch Stone Book 3 for listening and reading skills. These tests consisted of multiple-choice questions after reading passages and lis-tening to audio materials. A total of 60 intermediate EFL learners were selected and divided into three groups: virtual instruction, blended instruction, and traditional face-to-face instruction. The findings of the study, analyzed using SPSS software, indicate that both virtual and blended instructional methods led to improved reading and listening performance. However, the blended learning group outperformed the other two groups, with a more significant impact on reading skills. Additionally, the blended group showed higher motivation levels in post-tests. Overall, this study suggests that a balanced integration of technology into education, as demonstrated by the blended approach, can yield positive outcomes in terms of both motivation and receptive language skill development. These findings offer insights for educators looking to leverage technology alongside traditional teaching methods.