Comparing the Effectiveness of Online and Blended-Learning in Enhancing Reading Comprehension among EFL learners with Limited Linguistic Background

Language education has been greatly influenced by the advancements in technology especially for non-native learners. The present study was an attempt to investigate the effectiveness of online and blended learning methods in enhancing reading comprehension skill among EFL learners with limited linguistic background, implementing an experimental approach. To this end, 168 EFL learners were chosen as the participants of the study based on convenience sampling. The participants were assigned into three groups: two experimental and one control groups, with 50 EFL learners assigned to each. The first experimental group received blended learning, the second experimental group was taught through online method, and the control group received traditional lecture-based instruction. The statistical analysis of the pretest and posttest data revealed that among the three groups, the blended learning group demonstrated the greatest improvement, followed by the online group, while the lecture-based group showed the least progress, suggesting that the combination of in-person interaction and digital tools better supports learners with limited linguistic proficiency. This research provides pedagogical recommendations for optimizing instructional strategies in EFL contexts.