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Teaching Persian to speakers of other languages calls for further research concerning both technological advances and psychological perspectives. The present study, utilizing pretest–posttest quasi-experimental design, aims to investigate the effect of blended learning (BL) on reflective and impulsive speaking complexity, accuracy, and fluency (CAF) of learners of Persian as a Foreign Language (PFL). Out of a population of 90 male and female PFL learners with the age range of 18–49 at Baran Language Institute in Tehran, 70 intermediate learners were selected based on their performance on the Persian Language Proficiency Test (PLPT) (mainly known by its Persian abbreviation SAMFA) administered for the purpose of homogeneity. The participants completed a personality trait questionnaire (Eysenck & Eysenck,1985). Personality and individual differences: A natural science approach. Plenum Press.) based on whose results they were divided into two experimental groups, namely reflective learners (n = 33) and impulsive learners (n = 37). Then, the study participants received a valid and reliable pretest of speaking CAF in Persian. Subsequently, they underwent several sessions of treatment, each lasting about 90 min. Learners in both groups were taught the same materials by the same instructor (the researcher), both online and face-to-face, every other session. Following the instruction period, the study participants in both experimental groups took a Persian-speaking posttest. The statistical techniques of Independent-Samples t-test and Repeated Measures ANOVA plus Simple Effect Analysis, were employed to analyze the data. The results revealed that the reflective group outperformed the impulsive group in terms of speaking complexity, fluency, and accuracy. Moreover, the findings highlighted that BL can facilitate the production of contextualized oral materials and speaking development among learners of Persian as a foreign language. The findings have practical implications for those teaching Persian to speakers of other languages. Materials developers should also pay more attention to the BL approach and learners’ personality traits in Persian language programs and classrooms.

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The Effect of Blended-Learning on Reflective and Impulsive Learners’ Speaking Complexity, Accuracy, and Fluency: A Psycholinguistic Perspective

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  • 发表日期：

    2026年

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  • Mehrdad Amiri

摘要

Teaching Persian to speakers of other languages calls for further research concerning both technological advances and psychological perspectives. The present study, utilizing pretest–posttest quasi-experimental design, aims to investigate the effect of blended learning (BL) on reflective and impulsive speaking complexity, accuracy, and fluency (CAF) of learners of Persian as a Foreign Language (PFL). Out of a population of 90 male and female PFL learners with the age range of 18–49 at Baran Language Institute in Tehran, 70 intermediate learners were selected based on their performance on the Persian Language Proficiency Test (PLPT) (mainly known by its Persian abbreviation SAMFA) administered for the purpose of homogeneity. The participants completed a personality trait questionnaire (Eysenck & Eysenck,1985). Personality and individual differences: A natural science approach. Plenum Press.) based on whose results they were divided into two experimental groups, namely reflective learners (n = 33) and impulsive learners (n = 37). Then, the study participants received a valid and reliable pretest of speaking CAF in Persian. Subsequently, they underwent several sessions of treatment, each lasting about 90 min. Learners in both groups were taught the same materials by the same instructor (the researcher), both online and face-to-face, every other session. Following the instruction period, the study participants in both experimental groups took a Persian-speaking posttest. The statistical techniques of Independent-Samples t-test and Repeated Measures ANOVA plus Simple Effect Analysis, were employed to analyze the data. The results revealed that the reflective group outperformed the impulsive group in terms of speaking complexity, fluency, and accuracy. Moreover, the findings highlighted that BL can facilitate the production of contextualized oral materials and speaking development among learners of Persian as a foreign language. The findings have practical implications for those teaching Persian to speakers of other languages. Materials developers should also pay more attention to the BL approach and learners’ personality traits in Persian language programs and classrooms.