LAUSR

Abstract The current study aimed to investigate the impact of online vs. blended learning on developing vocabulary learning among Iranian intermediate EFL learners. To fulfill this, 90 Iranian intermediate EFL learners (17 to 19 years) participated and were divided into three equal groups. The control group received vocabulary instruction through the conventional methods of lecture and face to face teaching only. The online learning group and blended learning group received vocabulary instruction through LMS instructional model and blended learning instructional model, respectively. Using a before and after design, students were retested after 8 weeks. On a test of L2 vocabulary, the means revealed both online and blended learning groups outperformed the control group, moreover, no significant difference was found between online and blended learning groups. We recommend that there could be strong advantages for EFL students to devote their time to learning L2 vocabulary via online and blended learning under supportive conditions.