Investigate the Effects of Blended Learning Types on Iranian EFL Learners’ Speaking Anxiety and Speaking Self-Efficacy

This quasi-experimental study examines the effects of four blended learning (BL) models, self-directed, remote (enriched virtual), project-based, and flex on speaking anxiety and self-efficacy among ۱۲۰ intermediate Iranian EFL learners over ۱۲ weeks. Grounded in affective factors of second language acquisition, the study draws on theories of foreign language speaking anxiety (FLSA; Horwitz et al., ۱۹۸۶) and self-efficacy (Bandura, ۱۹۹۷) to address gaps in comparative BL research, particularly in non-Western contexts. Participants were assigned to four groups, each experiencing a distinct BL model. Speaking anxiety and self-efficacy were assessed using validated scales (e.g., FLCAS) at pre- and post-intervention stages. A one-way MANCOVA, controlling for pre-test scores, confirmed significant differences among BL types (Wilks' Lambda =.۲۸۰, F(۶, ۲۲۶) = ۳۳.۵۱۶, p less than.۰۰۱, partial η² =.۴۷۱). Project-based BL proved most effective, significantly reducing anxiety (mean difference up to -۶.۰۰۵, p less than.۰۰۱) and enhancing self-efficacy (mean difference up to -۶.۰۲۴, p less than.۰۰۱), followed by self-directed, flex, and remote models. These findings align with Krashen’s affective filter hypothesis (۱۹۸۲) and Leeming’s (۲۰۱۷) sources of self-efficacy, highlighting the efficacy of authentic, collaborative tasks in mitigating emotional barriers. The study underscores the need for learner-centered BL designs, particularly project-based approaches, in EFL contexts. Limitations include the quasi-experimental design and sample specificity, suggesting future longitudinal and cross-cultural research.

Keywords:

Blended Learning , Iranian EFL Learners , Anxiety , Speaking Self-Efficacy