effects of virtual vs. blended instruction on the development of oral/aural skills and language learning motivation of iranian upper-intermediate efl learners

Recent technological advancements have significantly impacted various aspects of human life, including education, leading to the introduction of new trends in teaching methodology. this study explores the effects of virtual and blended instructional strategies on the academic performance and motivation levels of upper-intermediate iranian efl students. to achieve the intended objectives, a quasi-experimental explanatory sequential mixed methods design was employed, integrating quantitative and qualitative methodologies for data collection and analysis. sixty participants were selected from language institutes and assigned to virtual, blended, and traditional teaching approaches. the findings highlighted the substantial and positive impact of the blended teaching strategy on both listening and speaking skills, as well as its significant effect on motivation. conversely, the virtual approach showed some improvements in listening skills; however, its effect on speaking skills and motivation was not statistically significant. qualitative analyses from interviews provided valuable insights into learners’ experiences, emphasizing the importance of facilitative and autonomous instructional methods within technology-enhanced educational frameworks. this study underscores the need for a balanced approach that efficiently utilizes technology while preserving essential components of in-person social interaction in language education.