Blended Learning-Effectiveness and Application in Teaching and Learning Foreign Languages

Abstract

The present research paper is designed to investigate the importance of the application of Blended Learning (BL) in education as a method for teaching and learning Foreign Languages Subjects (FLs) at university level. The study has used the mixed-method approach for the collection of data and its analysis. The study discloses: The research-design; Foreign Language-framework; Teaching and learning-roleplay-reflection and Methodology-schemes. Although the employment of BL is very important in teaching and learning practices; the paper-results concluded that there is a need to provide methodologies and computer training sessions to the FL teachers for effective employment of BL in foreign languages classes. Consequently to this the study aimed to deliver an applicable script through which Spanish language teachers and foreign language teachers obtain pedagogical-and computer knowledge-inputs to setup foreign languages classes through Blended Learning.

Applying the UTAUT2 to predict the acceptance of blended learning by university students

“…Lawless (2019, p. 1) argues that “blended learning is an approach to education that combines online educational materials and opportunities for interaction with traditional place-based teaching methods”. Other definitions view blended learning as mixed methods learning (Prasad, 2015) or a thoughtful integration of F2F and online experiences (Wang, 2019), a combination of any number of technologies to facilitate teaching and learning (Friesen, 2012), a system of learning that enhances old methods of teaching with the use of new technologies (Lynch, 2018), a method of teaching and learning that combines online and traditional classroom methods (Rivera, 2019; Skypnyk et al. , 2015) or a dynamic, engaged online learning that is combined with a dynamic offline learning to give students more influence over the time, space, place and path of their learning (Tucker, 2021).…”

Model of the Organization of the Blended Learning in the Translation of Business Correspondence on the Basis of Electronic Educational Resources

“…This is facilitated by the interactivity achieved by expanding the communication field of interpersonal interaction (opportunities are provided for both direct and indirect communication with the teacher and other participants). Interactive interaction with content, characterized by a variety of forms of information provision, ensures differentiation and individualization of training [Rachimova et al, 2016;Klimova, 2017;Rivera, 2019]. A high degree of individualization of the educational process allows students to build their own trajectories of personal and professional growth, taking into account their cognitive interests, educational needs, as well as the most suitable learning style.…”

A blended English for Specific Purposes course with the focus on critical thinking skills development for computer science students

“…Numerous studies on blended learning have been carried out by researchers in foreign language teaching. J. Rivera in his research of effectiveness and application of blended learning in teaching and learning foreign languages [10] proves that most teachers agree that blended learning in this aspect is helpful and is to be implemented, but "teachers need appropriate training on the designing of blended learning courses and activities to teach foreign languages to the students". L.Wang [11] has conducted a theoretical research of a four-step model in the College English blended teaching process which is based on outcome-based education approach, the main characteristics of which are clear objectives, process flexibility, comparability and participation, and includes according to C. Acharya [12] defining, realizing, assessing, and using.…”