No abstract

Learning English, not as a native language, has fostered the application of tools and methods in the teaching-learning process. The combination of virtual classes and face-to-face learning is looked at as a new procedure with students at superior undergraduate institutions of Loja. The purpose of the study focuses on showing how Blended learning benefits learners more than Virtual lessons only by implementing ICT resources for teaching, and its effect is significant in quantitative analysis. This study uses a quasi-experimental method of Difference-in-Difference estimation to compare the grades of 296 students. Additionally, this study uses an observation checklist and a teacher's questionnaire to get the qualitative revision. The study's outcomes focus on showing how Blended Learning benefits learners compared to virtual lessons, especially in class participation. To conclude, the authors mentioned how the interaction of students with facilitators and peers helps students to engage with better results. However, there is a necessity for changes in institutional conditions to have real innovative progress in education.

PurposeThis quasi-experimental study examined the effectiveness of audio-visual and written feedback (AVF + WF) on undergraduate students versus only receiving WF in the context of an English as a Foreign Language (EFL) online classroom during the coronavirus disease 2019 (COVID-19) lockdown.Design/methodology/approachThe study used the estimator Difference in Difference (DID) to compare a treated and control group in a pre-and post-test under the application of six treatment sessions, plus a student's perception survey at the end of the treatment. The treated group that received the multimodal feedback showed higher improvement rates in the paragraph content between the first and final drafts than students in the control group.FindingsResults indicated that receiving a combination of AVF + WF had a statistically significant effect on mechanics (p < 0.001) and the use of transition words (p = 0.003).Practical implicationsThese findings will benefit educational agents, professors and stakeholders for social and economic development.Originality/valueWhile previous studies have only used student perceptions of the feedback, this study contributes with empirical data through quasi-experimental analysis and measures the effectiveness of feedback in online learning environments.