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Blended learning in the preparation of the University Access Test in English Language: Input from an experimental study

Abstract

The analysis of the data provided by the Spanish university entrance exam in the past few years shows low results in English as a foreign language when compared to other subjects. It is relevant, then, to do some research and propose a solution in the field. This paper shows the results of an experimental study in which a new blended learning methodology is put forward with the objective of improving the results and increasing the time that students devote to the subject and their motivation to study the foreign language in a key academic year for them, just before going to university. With an action-research approach, the study comprises the latest methodological proposals in language teaching �communicative approach and Common European Framework of Reference for Languages- as well as the guidelines of Computer Assisted Language Learning and the constructivist theories behind the use of virtual learning environments such as Moodle, the software chosen for the experiment. The information obtained presents a promising outlook for the integration of information and communication technologies and foreign languages and it shows how pertinent it is to implement blended learning as a new methodology in order to obtain better results in the university entrance examination in English as a foreign language.

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