The Effect of a Blended Language Environment on the Grammar Achievement and Vocabulary Learning of Intermediate PFL Learners

The purpose of this research was to study the effects of blended learning on intermediate PFL learners’ Persian grammar and vocabulary knowledge. Blended learning or utilizing of blended or mixed traditional curriculum materials by means of modern technology. The statistical population of the research were all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. In This research, 60 intermediate PFL learners studying Persian in different institutes in Tehran participated. They were randomly divided into two groups namely control group (= 30 learners) and experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. The results could be beneficial to researchers, teachers, and linguists.