Abstract

The aim of this study is to compare the results of blended learning with face-to-face learning among university students studying English as a foreign language. The participants were separated by gender, and the following variables, intrinsic motivation for learning English, attitudes towards English as a subject, and satisfaction with the learning climate, which was either a blended learning environment or a face-to-face learning environment, were analysed. The participants of this research are bachelor’s degree students enrolled in English courses. The two class samples were drawn at random. The first class was the control group, and the other was the experimental group. The experimental group was taught using blended learning, and the control group was taught using face-to-face learning. The results of the research did not differ by gender. The students had significantly higher levels of intrinsic motivation for learning English, a better attitude towards English as a subject, and better satisfaction with the learning climate after they were taught by blended learning. Finally, the students who were taught using blended learning had significantly higher levels of intrinsic motivation for learning English and a better attitude towards English as a subject, as well as greater satisfaction with the learning climate than the students who were taught using face-to-face learning.

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