Using Blended Learning to Support the Teaching of English as a Foreign Language

Abstract

The recent development in the field of technology in education has led to renewed interest in blending traditional methods of teaching with technology which might enhance language teaching and learning. The purpose of this paper is to review the literature concerning the strengths and weaknesses of blended learning as a technology-enhanced pedagogical tool that combines online and face-to-face instructional activities, on the development of English skills, inclusive of its use in the teaching of English as a Foreign Language (EFL). Furthermore, this article sheds new light on how blended learning allows the learner to become autonomous and engaged in the construction the knowledge, rather than acting as passive absorbers. It is expected that this paper will contribute to enhancing the body of knowledge that exists in the area of blended learning, especially as it applies to the issue of the acquisition of experience in English as a foreign language. It can be concluded that the use of blended learning has the potential to support EFL learning and maximize EFL learners' opportunities to practice the English language freely at their convenience. There are issues which need to be addressed and, or resolved, such as ensuring that the library facilities are capable of delivering this type of approach, online materials are suitably supportive of the students needed to access them, and the design of blended learning approaches take account of the preferred learning methods of students, and the workload required to be successful.

Examining Saudi Students’ Perceptions on the Use of the Blackboard Platform during the COVID-19 Pandemic

“…A further result is the students' perception that the Blackboard is a good and positive educational tool, as it gives pleasure in learning and helps to enhance the quality of learning. This reconciles with Nyabawa (2016) and Sheerah (2020), who concluded that the student academic performance is enhanced by frequent engagement on Blackboard, and with and Chen's et al (2020) argument that Blackboard Collaborate enhances students' online learning. Moreover, the results show that using the Blackboard platform gives students the feeling of being engaged in the classroom.…”

The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods

“…Importantly, their learning depends on the student characteristics described above in the discussion of the 3P model. The blended teaching model effectively activates the previously mentioned elements of students’ characteristics [ 55 ]. Teachers should assume not only a leading role in transmitting knowledge, but also in guiding, enlightening, and monitoring the teaching process, according to both Biggs’ 3P theory and the blended teaching model [ 23 , 37 ].…”

“…In general, in the environment of the blended teaching model, students’ English course experience was relatively good and they felt a higher sense of immersion and internal motivation [ 75 , 76 ]. For instance, blended teaching maximized the opportunity for learners to practice English listening using online resources freely at their convenience [ 55 ]. Moreover, the blended teaching model involved more extensive learning methods and channels than traditional learning, which proved more conducive to the development of students’ English skills and could arouse and activate positive emotions in learning preparation [ 77 ].…”

Blended Learning in EFL Classrooms at a Vietnamese University from Students’ Perspectives

“…Multiple benefits of blended learning contribute to language acquisition and affective values among students. Sheerah (2020) argues the result of blended learning in EFL classes as 1) it helps improve the digital literacy skills of lecturers and students; 2) students have two knowledge transformation spaces (offline and online); 3) it promotes increased student affective values (learning motivation, responsibility, discipline, and autonomy); 4) it provides current teaching materials; and 5) students can practice communicating in English with native English speakers from different countries. Pham (2023) states that teachers also benefit from online assessments and reports since they can monitor students' learning progress regularly and conveniently with more thorough information about each individual.…”