Instructions and grammatical development in hindi as a third language: a study of learning style differences among elementary learners

For the present study two types of instructions were selected, one is Blended Instructional Strategy (BIS) and Traditional Instructional Strategy (TIS). The main objective of the study is to find out which instruction is more effective on the learning of Grammer of Hindi language among the non-native speakers of Hindi. This study also aimed to know the impact of instruction on various learning styles possess by non-native speakers. Though this study is experimental in nature a quasi-experimental pretest-posttest group design was selected for this study. overall, 217 non-native speakers of Hindi, studying in class VIII had participated in the study. The experimental group incorporated 107 students and the control group had 110 students. The experimental group was taught through Blended Instructional Strategy and the control group was taught through Traditional Instructional Strategy. The findings of the study depict that Blended Instructional Strategy was more effective when compared with Traditional Instructional Strategy on the Grammer of non-native speakers. The study signifies that Blended Instructional Strategy was equally effective on all the learning styles i.e active-reflective, verbal, reflective-intuitive and sequential-global except the balance (combination of active and reflective) and visual learning style.