The Blended Learning Approach and Its Application in Language Teaching

Abstract

The purpose of this paper is to conduct a meta-analysis of the pedagogical practice of blended learning, or the use of both direct instruction and online learning in second language instruction. A thorough review of the relevant literature over the last two decades on blended learning generally, and second language instruction using blended learning techniques in particular, is presented. Demonstrating the positive benefits from applying blended learning in language instruction, the study results should help guide language instructors in understanding the practice and implementation of this approach. The major conclusions of the study are that blending learning enhances the learner's experience of a new language, and offers greater efficiency in the communication and practice of that language. Efficient and user-friendly technology, with direction instruction and practice in a face to face setting, are seen as the key to successful blended learning language instruction.

ESP Course Delivered to Personnel Working in Shifts for the State Emergency Service of Ukraine through a Student-Tailored Model

“…The results agree with the previous research conducted by Banditvilai (2016) and Tawil (2018) that proved the effectiveness of using the blended learning mode in the ESP training as it enhanced learners' performance, cognitive ability, learning motivation, and learning styles. The experiment provides a new insight into ESP course management whose delivery might be based on the CRM system, which could maintain a teacher-student contact and provide automated guidance to a student throughout the course.…”

“…Blended learning mode and its impact on learners' performance, cognitive ability, learning motivation, and learning styles Literature review on the use of blended learning mode in the ESP training found that there is the relation between the mode and learners' performance, cognitive ability, learning motivation, and learning styles (Banditvilai, 2016;Bielousova, 2017;Radosavlevikj, 2015;Whyte & Sarré, 2017;Tawil, 2018;Tuomainen, 2016). For example, Radosavlevikj (2015) found that 80% of the surveyed students showed greater motivation in taking the online courses than in the in-classroombased ones.…”

“…Banditvilai (2016) experimentally proved that there was a 10% increase in the Achievement Test scores in the experimental group and the mean values for the Questionnaire aimed to identify the learners' perception of the impact of the e-learning course component on their language skills (4.3 out of 5 by Likert scale). Tawil (2018) indicates that the blended learning mode seems efficient 'in increasing the knowledge pool' due to additional cognitive load like Internet-related assignments based on searching, synthesising and summarising information. Lu & Mustapha (2020) found that students had experienced an improvement in their 'intrinsic goal orientation', 'expectancy' and 'task value of value' due to various informal assessment tools that are available in a blended learning ESP course.…”

Blended Learning Application in Higher Education: EFL Learners’ Perceptions, Problems, and Suggestions

“…Researchers also highlighted online features used in blended learning and related them to students' views (Sari & Wahyudin, 2019;Al Zumor, Al Refaai, Bader Eddin, & Aziz Al-Rahman, 2013). Most studies have shown positive effect of blended learning on English achievement (Vymetalkova & Milkova, 2019;Qindah, 2018;Ghazizadeh & Fatemipour, 201;Banditvilai, 2016;Liu, 2013;Vasbieva, Klimova, Agibalova, Karzhanova, & Bírová, 2016;Tawil, 2018).…”

Propuesta didáctica del programa integral de español y cultura

“…Además de otorgar un rol más importante a la oralidad, este programa propone enfocarse en las clases sincrónicas, de manera que estas sean un espacio para la práctica de los contenidos gramaticales y la resolución de dudas. Para conseguir este objetivo, se considera establecer una tendencia gradual hacia clases invertidas o sistema blended, cuya eficiencia para la enseñanza de segundas lenguas se ha venido demostrando ampliamente en el aprendizaje en línea (Hamilton, 2018;Plesec Gasparic;2017;Tawil, 2018). Desde el inicio, el alumnado trabaja de manera autónoma en el Aula Virtual (Moodle) y revisa los contenidos lingüísticos más significativos; así, las clases son un espacio no solo para la retroalimentación por parte del cuerpo docente, sino también para resolver dudas, reforzar, compartir y, cuando el grupo lo permite, experimentar.…”