Yıl 2021, Cilt 22 , Sayı 2, Sayfalar 272 - 283 2021-04-01


Javad AKBARI [1] , Hossein HEIDARI TABRIZI [2] , Azizeh CHALAK [3]

Virtual learning, in particular, has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Notably, in virtual learning environment interactive telecommunications systems are utilized to connect learners, resources, and instructors. Accordingly, the present study sought to investigate the significant effect of virtual teaching on improving reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation, at Islamic Azad University, Isfahan, Iran, one control group, one virtual class, and one blended group were selected, each consisting of thirty participants. Subsequently, the virtual group was exposed to web-based technologies throughout the entire term while the students in the control group were taught through traditional method. Moreover, the instructor in the blended group used both traditional and innovative methods. The results of the t- test revealed that the group which was taught through web-based technologies during the term progressed substantially in comparison with the other two groups. Moreover, there appeared to be a significant difference between the pretest and posttest in the virtual group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllable designers.
Blended learning, geographical distance, reading comprehension, virtual learning, web-based technologies
  • Archambault, L., & Crippen, K. (2009). K-12 distance education at work: Who’s teaching online across the United States? Journal of Research on Technology in Education, 41(4), 363-391.
  • Atai, M. R., & Dashtestani, R. (2013). Iranian EAP stakeholders’ attitudes towards using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21–38.
  • Chirimbu, S., Tafazoli, D. (2013). Technology & media: Applications in lg classroom (TEFL, TESL & TESOL). Professional Communication and Translation Studies, 6(1-2).
  • Driscoll, M. (2002). “Blended learning: Let’s get beyond the hype.” Learning and Training Innovations Newline. Retrieved May 06, 2012, from http://www07.ibm.com/services/pdf/blended_learning.pdf.
Birincil Dil en
Konular Sosyal
Bölüm Articles

Yazar: Javad AKBARI (Sorumlu Yazar)
Kurum: English Department, Islamic Azad University Isfahan (Khorasgan) Branch Isfahan, IRAN
Ülke: Iran

Kurum: English Department, Islamic Azad University Isfahan (Khorasgan) Branch
Ülke: Iran

Yazar: Azizeh CHALAK
Kurum: English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
Ülke: Iran


Başvuru Tarihi : 7 Haziran 2019
Kabul Tarihi : 9 Mayıs 2021
Yayımlanma Tarihi : 1 Nisan 2021

APA Akbarı, J , Heıdarı Tabrızı, H , Chalak, A . (2021). EFFECTIVENESS OF VIRTUAL VS. NON-VIRTUAL TEACHING IN IMPROVING READING COMPREHENSION OF IRANIAN UNDERGRADUATE EFL STUDENTS . Turkish Online Journal of Distance Education , 22 (2) , 272-283 . DOI: 10.17718/tojde.907585