investigating the effects of blended learning on achievements and attitudes of efl high school students for developing listening comprehension

The present study investigates the effect of blended learning on achievements and attitudes of efl high school students for developing listening comprehension. the population of the study included 60 (30 in control group, and 30 in experimental group) female iranian efl students of grade 9, aged 15 who were randomly selected from a public high school in neyshabour. their language proficiency was intermediate. they were randomly assigned to experimental group and control group after a pretest of listening comprehension from tactice for listening book. the experimental group receive blended instruction (e-learning), and different podcasts of listening comprehension as treatment for period of four weeks. at the end the same test was done for both group as a posttest. moreover, an attitude questionnaire was administered to measure learner's attitude of experimental group toward blended learning. the data were collected through pre-test, post-test, and one attitude questionnaire (li 2010, chan 2007, alkaf 2013). the results of independence sample t-test indicated that listening comprehension in experimental group significantly improve in comparison with their ability before implementation of blended learning and posttest listening in control group. participants in experimental group also showed positive attitudes towards using blended learning and flipped classroom as an effective method to improve their listening comprehension. the findings of the study could bring new insights to the language pedagogy and provide guidelines for the future researchers, language learners and efl teachers in the study of blended learning.