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The present study aimed at determining the effect of blended learning on the reading proficiency of Iranian EFL learners. A quasi-experimental design was adopted to reach this goal. Sixty intermediate-level Iranian EFL learners were randomly assigned to two groups. The control group received conventional classroom instruction in General English, whereas the experimental group received classroom instruction in General English including blended instruction in the reading skill. The blended learning material was developed by the researcher. Both groups were tested for their reading skills before and after the treatment using the reading section of the Preliminary English Test (PET) and their scores were compared through an independent t test. The SPSS software was utilized in order to analyze the data. The results indicated that blended learning has a statistically significant positive effect on the reading proficiency of Iranian EFL learners. Blended learning can be adopted in the English language classes, in order to facilitate the learning process especially that of the reading skill.
Ghazizadeh et al. (Tue,) studied this question.