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Nas últimas décadas, o ensino tradicional envolvia principalmente a interação entre professor e aluno. No entanto, hoje em dia, novas abordagens são aplicadas em sala de aula. Neste trabalho de pesquisa, a aprendizagem combinada é analisada, pois mescla práticas de ensino e aprendizagem convencionais e tecnológicas. O estudo examina como esse método afeta a aquisição de gramática entre alunos adultos A2 de inglês como língua estrangeira (EFL) em um centro de certificação em Cuenca, Equador. Portanto, o estudo empregou pré e pós-testes, pesquisas em escala Likert e entrevistas semiestruturadas para avaliar o progresso dos alunos e obter seu feedback. Para medir o aprendizado de idiomas, todos os instrumentos de avaliação foram ajustados aos padrões do Quadro Europeu Comum de Referência para Idiomas (CEFR). Durante seis semanas, oito participantes com idades entre 18 e 35 anos assistiram a três aulas de gramática combinada por semana. Elas incluíram atividades on-line e instrução clássica. Os dados qualitativos ofereceram percepções sobre as experiências dos alunos. Eles destacaram os diferentes benefícios e desafios enfrentados pelos alunos ao aprender gramática por meio da aprendizagem combinada. Os resultados revelaram que a abordagem melhorou o desenvolvimento da gramática e identificou áreas que precisam ser aprimoradas. O estudo contribui para a discussão em andamento sobre o papel da tecnologia no ensino de línguas estrangeiras e fornece recomendações práticas para as práticas de ensino de EFL.
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