The Effect of Using Theme-Based Blended Learning on Egyptian EFL University Students’ Oral Performance

Israa Ismael, Sen Li, Nasir Ali and Yousry Aly

English Language Teaching, 2025, vol. 18, issue 12, 1

Abstract: This study examines the effect of theme-based blended learning on Egyptian EFL university students' oral performance. In this context, barriers such as the influence of mother tongue, students’ huge number, restricted opportunities for authentic resources, and limited classroom time often hinder fluent and confident expression. To address these challenges, a mixed-method, quasi-experimental pre-/post-test design was employed with 30 intermediate-level second-year students from the Faculty of Business Technology at the Canadian International College. Across 17 blended sessions, students engaged with authentic themes using digital tools such as Jitsi Meet, Edpuzzle, Nearpod, and WhatsApp. Quantitative analysis using paired-sample t-tests revealed statistically significant differences in overall oral performance and across strategic, discourse, interactional, and paralinguistic competencies (η² > 0.90). Qualitative data from observations, recordings, and student reflections suggested improvements overall and each oral performance competency, particularly in intonation, topic maintenance, active listening, and use of fillers. The findings indicate that integrating authentic themes within a blended learning framework promotes sustained oral practice and provide meaningful exposure to authentic language contexts. Despite limitations such as the small sample size and absence of a control group, the study offers insights into the potential of theme-based blended learning to foster engagement and support oral proficiency development.

Date: 2025
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