FACTORS THAT INFLUENCE STUDENTS’ DECISION TO TAKE BUSINESS ENGLISH BLENDED LEARNING OR ONLINE LEARNING COURSES, THEIR STRATEGIES AND FINAL TEST SCORES
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Abstract
In the winter term of 2021/2022, students who attended business English classes had the chance to choose between blended learning and online learning courses. This paper aims to examine what lies behind their decision to choose one mode of learning over the other and how their choice affects the achievement on the final exam test, which measures vocabulary, grammar and pragmatic knowledge. The results indicate participants’ preference for blended learning. However, the choice of the mode of learning affected neither the choice of indirect strategies nor the overall final exam test scores. Thus, both blended learning and online learning proved to be equally efficient as regards acquisition of mainly receptive, grammar and pragmatic knowledge. However, vocabulary test scores were significantly different in favour of online learning in the first-year group.
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How to Cite
Bikicki, N. B., & Verežan, T. Đ. (2022). FACTORS THAT INFLUENCE STUDENTS’ DECISION TO TAKE BUSINESS ENGLISH BLENDED LEARNING OR ONLINE LEARNING COURSES, THEIR STRATEGIES AND FINAL TEST SCORES. Methodical Perspectives, 13(13), 99–117. https://doi.org/10.19090/mv.2022.13.99-117
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Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
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Al-Qatawneh, S., Eltahir, M. E., Alsalhi, N. (2020). Education and Information Technologies 25: 2101–2127.
Baker, D., Unni, R. (2018). USA and Asia Hospitality and Tourism Students’ Perceptions and Satisfaction with Online Learning versus Traditional Face-to-Face Instruction. e-Journal of Business Education & Scholarship of Teaching 12 (2): 40–54.
Barman, B., Karthikeyan, J. (2019). Facilitating ELT through Moodle and Google Classroom. Pristupljeno 22. 11. 2021. URL:
Cimermanova, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction 11 (3): 219–232.
Coman, C., Tiru, L. G., Mesesan-Schmitz, L., Stanciu, C., Bularca, M. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability 12: 1–24. Pristupljeno 2. 2. 2022. URL:
Ehrman, M., Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The modern language journal 74 (3): 311–327.
Ergul, H. (2004). Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University. Turkish Online Journal of Distance Education-TOJDE 5 (2): 81–90.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP.
Galy, E., Downey, C., Johnson, J. (2011). The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance. Journal of Information Technology Education: 209–229.
Ghaderizefreh, S., Hoover, M. L. (2018). Student Satisfaction with Online Learning in a Blended Course. International Journal of Digital Society (IJDS) 9 (3): 1393–1398.
Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology 15 (3): 4–11.
Grgurović, M. (2011). Blended Learning in an ESL Class: A Case Study. CALICO Journal 29 (1): 100–117.
Haigh, M. (2007). Divided by a common degree program? Profiling online and face-to-face information science students. Education for Information 25: 93–110.
Kurucova, Z., Medová, J., Tirpakova, A. (2018). The effect of different online learning modes on the English language learning of media studies students. Cogent Education 5. Pristupljeno 25. 1. 2022. URL:
Chamot, A. U., O’Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly 21 (2): 227–249.
Osguthorpe, R. T., Graham, Ch. R. (2003). Blended Learning Environments – Definitions and Directions. The Quarterly Review of Distance Education 4 (3): 227–233.
Popović, N., Radusin-Bardić, N. (2015). Primena platforme Moodle kao dodatnog nastavnog sredstva u učenju francuskog jezika po izboru. Pristupljeno 28. 9. 2021. URL:
Silaški, N. (2012). Mudl kao platforma za učenje engleskog jezika struke, u Virtuelna interakcija i kolaboracija u nastavi engleskog jezika i književnosti, ur. B. Radić Bojanić (Novi Sad: Filozofski fakultet): 69–84.
Thorn, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page.
Weldon, A., Ma, W., Ho, I., Li, E. (2021). Online learning during a global pandemic: Perceived benefits and issues in higher education. Knowledge Management & E-Learning 13 (2): 161–181.