Does blended instruction enhance English language learning in developing countries? Evidence from Mexico

Abstract

Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high-quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology-enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campuswide policy change in all compulsory English language courses that replaces half of the traditional face-to-face class time with an interactive online learning environment developed by a leading technology-mediated English language learning and assessment provider. Our results suggest that, compared to traditional face-to-face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment-teacher ratio increased after replacing half of the face-to-face instructional time with online learning, suggesting that blended learning environments hold promise for providing high-quality and costeffective language instruction.

Effect of blended learning on student performance in K‐12 settings: A meta‐analysis

“…Blended learning is unique, because it preserves the benefits of face‐to‐face (F2F) learning, while maximizing the advantages of technology‐enhanced online learning environments (Lim et al, 2007; Osguthorpe & Graham, 2003; Rasheed et al, 2019; Xu et al, 2019). According to the 2014 report by the International Association for Kindergarten through Grade 12 (K‐12) Online Learning (iNACOL, 2014), there is increasing interest in blended learning practices for K‐12 classrooms.…”

Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019

“…pictorial or audiovisual) learning resources or other kinds of learning exercises (listening, speaking, reading, and writing) could be prepared and uploaded online in blended language learning as a compensation for some weaknesses in f2f instruction. In a blended learning environment, students could obtain a flexible learning experience and learning materials anywhere and at any time (Smyth et al, 2012), given that blended language learning could remove the spatial and temporal barriers with low-cost and high-quality personalized education (Xu et al, 2020). Moreover, they could also actively engage in learning activities in a self-paced or collaborative way (Wang et al, 2015).…”

Blended Learning in Higher Education: Diversifying Models and Practical Recommendations for Researchers

“…This code includes suggestions such as collecting data across the country and collecting data from different education levels. The study by Xu et al (2020) included students at a particular university. Based on this result, the authors proposed, "Further studies of online learning, in more diverse settings and with random assignment of students, will be required to confirm the potential benefits of blended learning."…”