Comparing the effect of traditional and blended instructional approaches on the creativity, motivation, and learning of non-Iranian learners of Persian language

Though technology has widely been used in online instruction, new approaches to instruction seem to emphasize the integration of technology into in-class practices. In this article, a review of the concept of blended learning and a brief look at its application in instruction is presented. The study aimed to compare the effect of traditional and blended instructional approaches on the creativity, motivation, and learning of non-Iranian learners of Persian language. The study belonged to applied research category and had a quasi-experimental design. 40 non-Iranian learners of Persian language who were studying at Dehkhoda International Center for Teaching of Persian Language participated in the study. Torrance’s Creativity Questionnaire, Hermans’ Achievement Motivation Questionnaire and Learning Questionnaire were used as data collection instruments. Covariance analysis showed that there were significant differences between the traditional and blended instruction groups in terms of creativity, motivation, and learning of Persian language.