Blended learning, covid-19, younger learners, English grammar, motivation types, Speedy English Grammar.

Due to the covid-19 pandemic, the process of instruction was moved from real classrooms to the online environment at all levels of education. To achieve success and meet requirements and expected outcomes within the distance instruction was the challenge for younger learners. Whether they can succeed if they are taught in the blended learning manner, that is, in face-to-face lessons at the beginning and at the end of the observed period, and in online distance lessons between them, was the main research question. The research objective was to find out whether younger learners (aged 10-12) are able to succeed in this form of blended learning. We compared learners´results in the pretest and posttest in the subject of English language. Both tests were of identical structure and included 60 tasks each. If a statistically significant difference was detected between the pretest and posttest scores, the process of blended learning was considered successful. In addition, reflecting a low age of learners, who do not have autonomous learning sufficiently developed at this age, we also considered their results from the point of view of individual motivation types. In total, 123 learners participated in the research. First, the individual motivation type was tested using the Plaminek Motivation Type Inventory, who distinguishes four types of motivators: directors, accurators, explorers, and coordinators. Second, learners´ entrance knowledge was tested. Third, the lessons were conducted in the blended learning manner following the concept of face-to-face / online distance / face-to-face. Fourth, learners´final knowledge was assessed. The results show that statistically significant differences in the test score were discovered with learners of all motivation types; however, the increase in knowledge was significantly higher with explorers and coordinators.