A Review of Blended Learning Implementation in the English Language Classroom

Abstract

Owing to the COVID-19 pandemic, technology has played a vital role in instruction at most educational institutions. With the help of technology, the instruction can be considered as being implemented with the Blended Learning (BL) approach, as widely done during school closures due to the pandemic spread, as mandated by the government. This article presents various definitions of blended learning (BL) and different BL models implemented in three different contexts, to provide some ‘valuable and unique insight’ into BL with ‘wider implications’, through the review of both theoretical and practical implementation of blended learning. According to the reviews of relevant studies and three particular BL context, BL instruction has many advantages, including increasing learning flexibility, learning motivation and developing four language skills, enabling teachers to offer immediate feedback in assessment and the ability to manipulate content, as well as ensuring all-time availability of lesson content and larger amounts of content for learners’ self-study. In addition, BL is also found to be beneficial for enhancing higher learning outcomes, promoting communication between teachers and learners and constructing knowledge and skills among teachers and learners. In other words, it is possible to implement BL approach in various instructional contexts and content areas, particularly in English language courses with both general and specific content and language skills, as in the classes of reading skill, translation and literature mentioned in this article. Besides, BL instruction also highlights unexpected situations such as a paradox of the flexibility of content and its manipulation by teachers, learners’ less enthusiasm in communication due to their learning autonomy, impeded online communication due to complication of online tools, platforms and systems and lack of IT literacy and also reverse results of seem-to-be problems among teachers and learners. In conclusion, no technological tools or instruction can claim to be the most effective for blended learning instruction, as discussed in this article. However, the primary key to enhance learning is, in fact, the appropriate blend on both technology and instruction that mostly suits each learning context and students’ needs.