Abstract
This paper provides a review of empirical studies on the adoption of a blended learning approach in teaching English as a second/foreign languages since 2021. The review contributed to the topic by documenting and synthesizing latest empirical evidence. To select articles, two international education databases were included: SCOPUS and Web of Science. After excluding theoretical paper, literature review and commentaries, 9 articles remained. The in-depth analysis revealed that the current main topics of these studies included the student perception, teacher perception, enhancing learners’ specific language skills as well as students’ language learning autonomy. In addition, the blended learning designs in these studies were various, combining different instructional methods, multiple delivery media, and pedagogical approaches. It can be concluded that with the significant effectiveness of blended learning approach in English study, numerous context-specific challenges were existed. In addition, there is a need for more related studies to focus on the K-12 setting as well as the long-term influence of blended learning approach in learners’ English proficiency and abilities.
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Xueshan, Z. (2023). Blended Learning Approach in English Teaching: Effectiveness and Challenges. In: González-González, C.S., et al. Learning Technologies and Systems. ICWL SETE 2022 2022. Lecture Notes in Computer Science, vol 13869. Springer, Cham. https://doi.org/10.1007/978-3-031-33023-0_39
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DOI: https://doi.org/10.1007/978-3-031-33023-0_39
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