블렌디드 러닝이 토익 성취도에 미치는 영향: 대학 신입생 교양영어 수업 분석을 통해

The main purpose of this paper is to explore the effects of a blended learning program on university EFL students’ academic test achievement. To achieve this goal, this paper reports the result of a quantitative study of 1,554 first-year university students who participated in TOEIC classes adopting a supplementary online program. The results are as follows. First, there is a significant statistical difference on students’ TOEIC scores before/after the application of a blended learning approach. Specifically, more than 80% of online performers show improvement on their TOEIC score, and those who complete the online program achieve greater improvement. Second, the achievement gap is relatively greater among lower-proficiency groups of students than among higher-proficiency groups. Third, other operational variables, such as different teaching materials and content of classes, do not have a decisive effect on the results. Based on these findings, this study suggests that EFL teachers should develop and apply a more specified and interesting blended learning model to academic test learning environments.