A BLENDED-LEARNING PROGRAM BASED ON THE PROGRESSIVE THEORY TO DEVELOP THE YEMENI EFL TEACHERS' PERFORMANCE

Abstract

The present study aimed to identify the effect of using a blended learning program based on the progressive theory on developing the Yemeni EFL teachers’ performance both linguistically and pedagogically. Through the study, the one group quasi experimental design was adopted, and 16 EFL male and female teachers enrolled in study at Al-Showkani Higher Institute for Qualifying and Training Teachers were involved as participants. Data was collected through three main instruments, namely: a performance observation checklist, a performance test, and a self-assessment sheet. Results of the study revealed that there was a statistically significant difference between the mean scores of participants in the pre-post administration of performance observation checklist in favor of the post administration, and there was a statistically significant difference between the mean scores of participants in the pre-post administration of performance test in favor of the posttest.