Enhancing IELTS Speaking Skills through Blended Learning: A Pedagogical Action Research

Abstract

To assess how a blended learning approach might improve students' IELTS speaking competency, this study used pedagogical action research. Traditional teaching methods in IELTS classes often ran into problems with little practice chances, inadequate feedback, and a lack of group and interaction experiences for students. The individuals' speaking skills showed a significant increase, as seen by the pre- and post-test findings. Most participants had positive things to say about the integration of blended learning into the environment, which raised satisfaction, engagement, and interaction levels. However, problems with asynchronous online feedback surfaced, suggesting that there is a need for improvement. This study emphasizes how crucial blended learning is for solving the shortcomings of traditional teaching strategies. It offers insightful details on how blended learning may encourage participation and provide comprehensive feedback systems, which would eventually improve IELTS speaking skills.