Exploring the Impact of Two Differing Blended Learning Procedures on Teaching English for Specific Purposes

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dc.contributor.authorLesiak-Bielawska, Elżbieta Danuta
dc.contributor.organizationUniwersytet Muzyczny Fryderyka Chopinaen
dc.date.accessioned2018-02-05T15:33:29Z
dc.date.available2018-02-05T15:33:29Z
dc.date.issued2013
dc.description.abstractThe paper reports the results of the quasi-experiment conducted in a group of intermediate adult ESL learners, studying international relations at the University of Cardinal Wyszynski in Warsaw in the 2011-2012 academic year. It employed both pre-and posttreatment tests, experimental and control groups, but no random assignment of subjects. Its objective was to compare the impact of two blended learning procedures on teaching English for Specific Purposes. IBM SPPS Statistics 20.0 was employed to conduct the preliminary processing of the collected data and their analysis.en
dc.identifier.citationLesiak-Bielawska Elżbieta Danuta, 2013: Exploring the Impact of Two Differing Blended Learning Procedures on Teaching English for Specific Purposes, [in] E-learning & Lifelong Learning. Monograph. Sc. Editor Eugenia Smyrnova-Trybulska, Studio Noa for University of Silesia in Katowice, Katowice-Cieszyn, pp. 263-272. ISBN 978-83-60071-66-3.en
dc.identifier.isbn978-83-60071-66-3
dc.identifier.urihttps://open.icm.edu.pl/handle/123456789/14451
dc.language.isoen
dc.publisherStudio NOA for University of Silesia in Katowiceen
dc.rightsUznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/pl/*
dc.subjectEnglish for Specific Purposesen
dc.subjectblended learningen
dc.subjectvocabulary acquisitionen
dc.subjectreceptive/productive vocabulary knowledgeen
dc.subjectquasi-experimenten
dc.titleExploring the Impact of Two Differing Blended Learning Procedures on Teaching English for Specific Purposespl
dc.typebookParten
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