چكيده
The quantum learning model has gained a remarkable attention among researchers, the aim of the present study was to explore the effect of the quantum learning model on EFL learners’ willingness to communicate and autonomy in blended classroom. This study sat out to study Iranian EFL learners’ performances in communication and autonomy, 90 learners were selected none randomly from the population of 300 female learners who were studying at Game Danesh and Armane Danesh language institutions. Nelson proficiency test was administrated to 90 learners to prove that they were homogenous. Sixty learners were chosen out of 90 scoring with one standard deviation below and above the mean, the selected learners were divided in 2 equal groups one experimental with 30 learners and one control group with 30 learners. The study was run about 9 sessions of half an hour. Then both groups were given autonomy and WTC questionnaire and in order to test the hypotheses there were treatment sessions for both groups, one group with quantum learning model and the other group without quantum learning model. The results indicated the superiority of the quantum learning model in improving EFL Learners’ Willingness to Communicate and Autonomy in Blended Classroom. The finding could be employed by EFL learners, EFL teachers, and curriculum designers and learners might be learned how to enhance and regulate their willingness to Communicate and Autonomy in blended classroom especially in the context of Iran.
