A blended-learning program based on the progressive theory to develop the Yemeni EFL teachers' performance Abdul-Razzaq Z. A. Al-Jarmouzi, Asmaa Ghanem Gheith, Badr Abdul-Fattah Abdul- Kafi, Ismael Masaud Naji.

Abstract EN

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.

In addition, the results showed that the effect size (d) of the blended-learning program based on the progressive theory both in relation to performance observation checklist and performance test was large on promoting the Yemeni EFL teachers’ performance according to Cohen’s criteria.

The study ended with some recommendations as well as suggestions for further research in the light of the results obtained.