Enhancing IELTS Speaking Skills through Blended Learning: A Pedagogical Action Research

Abstract

This pedagogical action research aimed to assess the impact of a blended learning approach on improving IELTS speaking skills among students. Traditional teaching methods in IELTS courses often faced limitations regarding insufficient practice time, inadequate feedback, and a lack of community and interactivity among students.

Results indicated a significant improvement in participants’ speaking performance based on pre-test and post-test scores. The blended learning environment garnered positive feedback from most participants, enhancing engagement, interaction, and satisfaction levels. However, challenges with asynchronous online feedback surfaced, signaling areas for refinement.

This study underscores the value of blended learning in overcoming traditional teaching limitations, offering insights into its potential for fostering improved IELTS speaking skills through enhanced engagement and comprehensive feedback mechanisms.