摘要：AbstractResumptive pronouns (RPs) are problematic for Iranian L2 learners. We examined whether blended learning/TBLT are useful to teach RPs. We examined the extent to which such methods improve performance on posttest. Participants were 40 learners assigned to 2 groups: one taught via TBLT, other via blended learning. First, participants were given OPT to check their homogeneity. They were given a researcher-made test on RPs to check their knowledge, the result of which indicated lack of such knowledge. Finally, participants were given researcher-made test as posttest to check the effect of treatment and the extent to which it was helpful for correct use of RPs. Findings indicated TBLT was more fruitful. Findings are useful for teachers, policymakers, and materials developers.
关键词：Task-based language teaching (TBLT);blended learning;resumptive pronouns (RPs)
