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(DOC) Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study | Manar Shalaby and Marine Milad - Academia.edu
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The song activity with its tasks was meant to enable students experience more" /> <title>(DOC) Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study | Manar Shalaby and Marine Milad - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732381157000); window.Aedu.timeDifference = new Date().getTime() - 1732381157000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students\u0026amp;#39; satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities.","author":[{"@context":"https://schema.org","@type":"Person","name":"Manar Shalaby"},{"@context":"https://schema.org","@type":"Person","name":"Marine Milad"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Marine Milad"}],"dateCreated":"2017-04-04","dateModified":"2017-04-06","datePublished":null,"headline":"Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study","inLanguage":"en","keywords":["Discourse Analysis","Applied Linguistics","Corpus 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window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":32247244,"created_at":"2017-04-04T06:27:54.134-07:00","from_world_paper_id":null,"updated_at":"2021-01-17T16:34:01.094-08:00","_data":{"abstract":"This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [12636525,50220818]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":52468791,"attachmentType":"docx"}"><img alt="First page of “Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/52468791/mini_magick20190122-20884-1hlq6hx.png?1548223129" /><img alt="Academia Logo" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/academia-logo-redesign-2015-A-971495bd31377b9367f5ce5ca92bbc27dd8a843db989cbce3408389c670b62c0.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free DOCX</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Role of Songs in the Acquisition of Vocabulary and Grammar: A Communicative Approach Study</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="12636525" href="https://independent.academia.edu/MarineMilad"><img alt="Profile image of Marine Milad" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/12636525/7375923/8292160/s65_marine.milad.jpg_oh_07d84dc8e677e88148a29bbd389aae09_oe_5553f155___gda___1431212857_d75ab57b151f94d5c5033aea57bee42e" />Marine Milad</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="50220818" href="https://cairo.academia.edu/ManarShalaby"><img alt="Profile image of Manar Shalaby" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/50220818/109315977/98554503/s65_manar.shalaby.png" />Manar Shalaby</a></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This research study employed the interactive communicative approach to examine the role of pop songs in the acquisition of new vocabulary items and grammatical structure. The song activity with its tasks was meant to enable students experience more opportunities to interact actively during the learning process. A pre-test in the form of a proficiency exam was given to the student prior to the implementation of the activity. Then the same test was later given as a post-test at the end of the academic semester accompanied by a student questionnaire to measure the degree of students' satisfaction towards this activity and their evaluation of its different tasks. The results were found to be significant since the students have demonstrated a noticeable improvement in acquisition of vocabulary and grammar. In addition, most of the students showed high level of satisfaction about the song activity and gave a recommendation to include pop songs as part of their assigned learning activities. RATIONALE Teaching listening and speaking skills is an important and challenging area in foreign language learning. Nevertheless, it has often been neglected in formal language learning setting, especially in distance and blended learning. Most distance and blended learning institutions, The Arab Open University as an example, depends on 25% face-to-face tutorial and 75% distance learning, during which the students become independent autonomous learners. They mostly study at home using self-reliant activities most of which are on-line resources and support materials. This challenging situation, that demands designing many student-centred activities, in addition to, creating a friendly motivating setting for young learners, was the main reason for implementing the songs activity in the language classroom at AOU. Using pop songs has often been used in the language classroom to teach listening. However, for us to use it, we needed to adapt the activity to meet most of the challenges at hand at an open/blended learning institution. The activity has to be short, condensed, motivating and supplemented with out-of-class on-line follow-up activities.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":52468791,"attachmentType":"docx","workUrl":"https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":52468791,"attachmentType":"docx","workUrl":"https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="52468791" data-landing_url="https://www.academia.edu/32247244/Role_of_Songs_in_the_Acquisition_of_Vocabulary_and_Grammar_A_Communicative_Approach_Study" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="51419982" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/51419982/Engaging_Students_through_Blended_Learning_Activities_to_Augment_Listening_and_Speaking">Engaging Students through Blended Learning Activities to Augment Listening and Speaking</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="173251542" href="https://independent.academia.edu/SipraAslam">Aslam Sipra</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Arab World English Journal</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Engaging Students through Blended Learning Activities to Augment Listening and Speaking","attachmentId":69153130,"attachmentType":"pdf","work_url":"https://www.academia.edu/51419982/Engaging_Students_through_Blended_Learning_Activities_to_Augment_Listening_and_Speaking","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/51419982/Engaging_Students_through_Blended_Learning_Activities_to_Augment_Listening_and_Speaking"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="37162951" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37162951/Chapter_3_1_New_Approaches_to_Language_Teaching_Learning_Creating_Blended_Learning_Environments_for_Increased_Learner_Autonomy">Chapter 3.1. 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All Rights Reserved. 95DOI: 10.46827/ejoe.v7i1.4212Volume 7│Issue 1│2022REACHING THE ISOLATED EFL PREP-CLASS STUDENTS VIA GROUP VIDEO TASKS DURING EMERGENCY REMOTE TEACHING: STUDENTS’ PERCEPTIONS, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Due to Covid-19 pandemic precautions, the 2020-2021 academic year was a radical shift from face to face education to online at all levels throughout the world. Students who were newly enrolled to their university from different regions of Turkey started their lessons as EFL Prep-class students without meeting their classmates, feeling isolated. In order to make them feel in a classroom, create their sense of belonging and the rate of participation in lessons during emergency remote teaching, online group video tasks were designed for an EFL prep class. This study aims to investigate students' perceptions of the effects of online collaborative group video tasks on their English and some 21 stcentury skills. It has a sequential explanatory design that is a type of mixed-method research. The students were given three group video tasks during the semester. After they finished the tasks, a 4-point Likert-type scale questionnaire was administered to the whole class, groups' videos were analysed, and in order to get students' perceptions indepth, semi-structured online interviews were held with six voluntary students. It was found out that group video tasks through online collaboration were beneficial for the development of the use of English, writing, pronunciation and speaking skills, helped students develop a sense of belonging to their class. These tasks made students learn how to make a presentation, helped them gain some digital skills such as using video-maker programs, as well. It was also found out that Microsoft Teams was a student-friendly platform for online classes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"European Journal of Open Education and E-learning Studies","attachmentId":97582319,"attachmentType":"pdf","work_url":"https://www.academia.edu/95384804/European_Journal_of_Open_Education_and_E_learning_Studies","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/95384804/European_Journal_of_Open_Education_and_E_learning_Studies"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="35404422" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35404422/Creating_new_opportunities_for_Language_Learners_Blended_Learning_Solution_A_case_study_implemented_with_mixed_ability_students_in_the_Language_Centre_SEEU_Skopje">Creating new opportunities for Language Learners: " Blended Learning Solution " (A case study implemented with mixed ability students in the Language Centre, SEEU-Skopje</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="69145788" href="https://uah.academia.edu/ScienceParkResearchOrganizationCounselling">Science Park Research Organization & Counselling</a></div><p class="ds-related-work--abstract ds2-5-body-sm">In this paper I will discuss how blended learning can create new opportunities for my students with mixed abilities that come from different cultural and educational backgrounds. In my case study I compare the traditional with the blended learning class. The description of the case, are two groups the pre-intermediate, intermediate reading/writing class who are introduced with learning English in 50 minutes of traditional environment and 50 minutes in a computer mediated classroom for the period of one semester. I found useful to use Facebook as a tool that helped me introduce self-study resources designed for study in class. Furthermore, I analyzed the student behavior and at the end of each class. As well as which environment they preferred more traditional or on-line. Students’ progress was measured in each class and I gave points for each activity. Keywords: blended learning model; students' attitude and motivation; self-directed activities; independent study</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Creating new opportunities for Language Learners: \" Blended Learning Solution \" (A case study implemented with mixed ability students in the Language Centre, SEEU-Skopje","attachmentId":55264701,"attachmentType":"pdf","work_url":"https://www.academia.edu/35404422/Creating_new_opportunities_for_Language_Learners_Blended_Learning_Solution_A_case_study_implemented_with_mixed_ability_students_in_the_Language_Centre_SEEU_Skopje","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35404422/Creating_new_opportunities_for_Language_Learners_Blended_Learning_Solution_A_case_study_implemented_with_mixed_ability_students_in_the_Language_Centre_SEEU_Skopje"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="112258940" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112258940/Innovative_instructional_and_methodological_support_for_the_Jobs_at_Skills_SCES_Li%C3%A8ge_Luxembourg_incubator_Guidelines_for_developing_blended_learning">Innovative instructional and methodological support for the Jobs@Skills - SCES - Liège-Luxembourg incubator: Guidelines for developing blended learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39605164" href="https://ulg.academia.edu/BrigitteDenis">Brigitte Denis</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Innovative instructional and methodological support for the Jobs@Skills - SCES - Liège-Luxembourg incubator: Guidelines for developing blended learning","attachmentId":109543769,"attachmentType":"pdf","work_url":"https://www.academia.edu/112258940/Innovative_instructional_and_methodological_support_for_the_Jobs_at_Skills_SCES_Li%C3%A8ge_Luxembourg_incubator_Guidelines_for_developing_blended_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112258940/Innovative_instructional_and_methodological_support_for_the_Jobs_at_Skills_SCES_Li%C3%A8ge_Luxembourg_incubator_Guidelines_for_developing_blended_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="42127438" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/42127438/Flipped_classroom_blended_learning_model_for_the_development_of_students_foreign_language_communicative_competence">Flipped classroom blended learning model for the development of students’ foreign language communicative competence</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="25411956" href="https://nsknet.academia.edu/PublishingHouseScientificandEducationalInitiative">Publishing House L L C "Scientific and Educational Initiative"</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Introduction. English as a vocational and scientific lingua franca constitutes an academic environment even in non-English speaking countries. The objective of the research is to create an efficient flipped classroom blended learning model for university students taking English as a foreign language (EFL). The object of the research is the process of forming students' language competence via blended learning. The subject of the research is the methodology of developing students’ foreign language communicative competence within the framework of flipped classroom model. Materials and Methods. The experiment comprised 400 students (211 students in test groups and 189 in control groups) and 20 instructors of the South Ural State University (National Research University, Chelyabinsk, Russia). The results of the experiment were assessed via 1) IELTS-type test, 2) Moodle statistics, 3) students’ in-class participation, 4) overall instructors’ feedback, and 5) the survey showing students’ feedback. Results. The result has shown higher index in the test groups than in the control groups: 1) average IELTS score in the listening and reading sections by 0.5; 2) significant level of students’ interest in taking an online course (number of students, number of attempts and total time of task completion, points and deadlines); 3) 10% higher in passing topical vocabulary check-points. Classroom practice is optimized, teacher preparation time is reduced. Discussion and conclusion. The developed online course becomes a part of a comfortable learning digital environment for the student, while freeing up space and time for creative, communicative-oriented classwork that contributes to the more effective formation of foreign language competence. The successful implementation of the authors’ designed online course allowed to create a prototype for the development of similar courses in allied disciplines.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Flipped classroom blended learning model for the development of students’ foreign language communicative competence","attachmentId":62262346,"attachmentType":"pdf","work_url":"https://www.academia.edu/42127438/Flipped_classroom_blended_learning_model_for_the_development_of_students_foreign_language_communicative_competence","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/42127438/Flipped_classroom_blended_learning_model_for_the_development_of_students_foreign_language_communicative_competence"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="35262199" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35262199/_at_41_A_Blended_Learning_Approach_to_Enhance_College_pdf">@41-A Blended Learning Approach to Enhance College.pdf</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="71897832" href="https://independent.academia.edu/MoslemHosseinzade">Moslem Hosseinzade</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"@41-A Blended Learning Approach to Enhance College.pdf","attachmentId":55122467,"attachmentType":"pdf","work_url":"https://www.academia.edu/35262199/_at_41_A_Blended_Learning_Approach_to_Enhance_College_pdf","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35262199/_at_41_A_Blended_Learning_Approach_to_Enhance_College_pdf"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="104657594" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/104657594/The_Blended_Learning_Approach_and_Its_Application_in_Language_Teaching">The Blended Learning Approach and Its Application in Language Teaching</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="261763287" href="https://independent.academia.edu/HANANTAWIL">HANAN TAWIL</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Language &amp; Linguistics, 2018</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Blended Learning Approach and Its Application in Language Teaching","attachmentId":104327560,"attachmentType":"pdf","work_url":"https://www.academia.edu/104657594/The_Blended_Learning_Approach_and_Its_Application_in_Language_Teaching","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/104657594/The_Blended_Learning_Approach_and_Its_Application_in_Language_Teaching"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":52468791,"attachmentType":"docx","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":52468791,"attachmentType":"docx","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_52468791" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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