The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate

Motivating learners to engage in effective communication is one of the fundamental concerns language education. Accordingly, an educational context where L2 display a willingness communicate (WTC) requirement for successful learning. A further concept that should be studied regarding WTC students' self-efficacy from socio-cognitive theory. Moreover, boost quality learning, English as Foreign Language (EFL) students receive support, including scaffolding motivates them build up their knowledge Blended Learning (BL) settings. To examine BL-based techniques on students’ and WTC, this quasi-experimental design involving 232 participants were assigned experimental control groups both intermediate advanced learners. Subsequently, questionnaire, questionnaires distributed among pretest. The statistical results Two two-way ANCOVA tests showed proficiency treatment type are significant moderators efficacy scores. group outperformed ones. In addition, indicated while did not moderate scores, was moderator