The Effect of Using Blended Learning in Teaching English on Direct and Deferred Achievement of Primary School Students

The study aimed at recognizing the effect of using integrated learning methods in teaching English on immediate and later achievement for primary phase students. The study followed a quasi-experimental method by using an experimental group, which learned English through integrated learning and a controlled group, which learned the same subject by using the traditional way. To achieve the study's objectives, the researcher prepared an achievement test. The validity and reliability of the test have been checked by introducing it to a group of specialized teachers in addition to finding Cronbach's alpha value, which worked out at (0,627). After data collection has been completed, the arithmetic means of the immediate achievement test and later achievement test have been calculated. The results indicate that there are statistically significant differences in the achievement of the primary phase in favor of the experimental group, which has been taught the English subject by integrated learning method. The study recommends that it is necessary to apply an integrated learning strategy since it is effective in students' scientific achievement, and improving motivation for learning, and considering the rules of the integrated educational process to train the teaching staff to apply integrated learning.