Manuscript received November 13, 2023; revised December 21, 2023; accepted January 22, 2024; published April 15, 2024
Abstract—The current study compares the effectiveness of enhancing English language skills through Web-Based Instruction (WBI), Mixed-Mode Instruction (MMI), and Communicative Language Teaching (CLT) approach of medical students. The investigation was conducted with the participation of 90 students affiliated with the Medical Institute. The subjects were randomly assigned to three distinct groups. The group assigned as the control received instruction utilizing the communicative language teaching pedagogy and engaged in exercises centered on tasks requiring mastery of the English language. The group designated as the WBI experimental group underwent a comprehensive training program utilizing the Learning Management System (LMS) model. The MMI experimental group in the study was provided with education via a blended learning approach, which incorporates both online and face-to-face instruction. The students subsequently underwent an assessment that evaluated their proficiency in comprehensive English language skills through the posttest of English as a Foreign Language (TOEFL). The study’s findings revealed that the cohort that took part in the blended learning approach exhibited significantly superior outcomes compared to the remaining groups (WBI & CLT) regarding the enhancement of their comprehensive English language skills. The outcomes of this study bear significant educational implications for those involved in medical education, such as individuals responsible for creating curricula, designing training programs for aspiring medical students, producing educational materials, and other professionals working in this field.
Keywords—blended module, English skills, Learning Management System (LMS), mixed-mode, web-based
Cite: Mohammad Usama, Sohaib Alam, Ansa Hameed, Farhan Ahmad, and Sana Iliyas, "Web-Based Vs. Mixed Mode Instruction Utilizing E-Learning via LMS: A Comparative Study," International Journal of Information and Education Technology vol. 14, no. 4, pp. 612-619, 2024.