B-learning in english language teaching in higher education: a systematic review
DOI:
https://doi.org/10.35622/j.rie.2022.02.006Keywords:
Blended learning, educational technology, English teaching, higher-educationAbstract
B-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to show how b-learning influences the teaching of the English language in university students through the analysis of experiences and perceptions. The use of the Prism methodology has been considered for research purposes. For this review, the following databases were used: Scopus, Scielo, Science direct and Redalyc, finding 260 articles and selecting 16 articles for an in-depth review. The results show that most of the experiences with blended learning were beneficial in the field of teaching English. In addition, teacher and student perceptions are positive and decisive for the future use of digital technologies. This review highlights the need to carry out research that proposes solutions to address the challenges of students, teachers and educational institutions in blended learning, as well as the determination of characteristics of the model for an accessible implementation in the classroom
References
Bartolomé, A., García, R., & Aguaded, I. (2017). Blended learning: panorama y perspectivas. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 33. https://doi.org/10.5944/ried.21.1.18842
Bearman, M., Smith, C., Carbone, A., Slade, S., Baik, C., Hughes, M., & Neumann, D. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625-640. https://doi.org/10.1080/07294360.2012.702735
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001
Bonk, C., & Graham, C. (2012). The handbook of blended learning: global perspectives, local designs - Curtis J. Bonk, Charles R. Graham - Google libros. Pfeiffer Publishing.
Chaves, A. (2018). La utilización de una metodología mixta. En Rompiendo Barreras en la Investigación (1ra ed., pp. 164-182). UTMACH.
Du, X. (2013). English grammar automatic output model under non-native environment. Theory and Practice in Language Studies, 3(1), 29-34. https://doi.org/10.4304/tpls.3.1.29-34
Dziuban, C., Graham, C., Moskal, P., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3. https://doi.org/10.1186/s41239-017-0087-5
Esparaza, M., Salinas, V., & Glasserman, L. (2015). La gestión del aprendizaje en la modalidad b-learning frente a la modalidad presencial en la enseñanza de la gramática inglesa B-learning modality vs. face to face modality learning management in english grammar teaching. Revista Apertura, 7(2), 1-10. http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/682/479
Ferriman, N. (2013). The impact of blended e-learning on undergraduate academic essay writing in English (L2). Computers & Education, 60(1), 243-253. https://doi.org/10.1016/j.compedu.2012.07.008
Halverson, L., Graham, C., Spring, K., Drysdale, J., & Henrie, C. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20-34. https://doi.org/10.1016/j.iheduc.2013.09.004
Hockly, N. (2018). Blended learning. ELT Journal, 72(1), 97-101. https://doi.org/10.1093/elt/ccx058
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. https://doi.org/10.1007/s11528-019-00375-5
Hubackova, S. (2015). Blended learning – new stage in the foreign language teaching. Procedia - Social and Behavioral Sciences, 197, 1957-1961. https://doi.org/10.1016/j.sbspro.2015.07.582
Islas, C. (2014). El b-learning: un acercamiento al estado del conocimiento en Iberoamérica 2003-2013. Apertura, 6(1), 86-97. http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/500
Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63-76. https://doi.org/10.1016/j.compedu.2011.08.002
Koſar, G. (2016). A study of EFL instructors perceptions of blended learning. Procedia - Social and Behavioral Sciences, 232, 736-744. https://doi.org/10.1016/j.sbspro.2016.10.100
Levano, L., Sanchez, S., Guillén, P., Tello, S., Herrera, N., & Collantes, Z. (2019). Competencias digitales y educación. Revista de psicología educativa, 7(2). http://revistas.usil.edu.pe/index.php/pyr/article/view/329
Lungu, I. (2013). The increasing need for blended-learning models in courses of english for specific courses in Romanian Universities. Procedia - Social and Behavioral Sciences, 76, 470-475. https://doi.org/10.1016/j.sbspro.2013.04.148
Macedo, A., & Finardi, K. (2020). Integrating digital technologies in Brazilian English language teacher education through blended learning. Educação em Revista, 36, 233799. https://doi.org/10.1590/0102-4698233799
Martin, F., Ahlgrim, L., & Budhrani, K. (2017). Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning. American Journal of Distance Education, 31(1), 3-19. https://doi.org/10.1080/08923647.2017.1264807
Maulan, S., & Ibrahim, R. (2012). The teaching and learning of english for academic purposes in blended environment. Procedia - Social and Behavioral Sciences, 67, 561-570. https://doi.org/10.1016/j.sbspro.2012.11.361
Mohammadi, E., & Mirdehghan, S. (2014). A CMC Approach to teaching phrasal-verbs to Iranian EFL senior high school students: the case of blended learning. Procedia - Social and Behavioral Sciences, 98, 1174-1178. https://doi.org/10.1016/j.sbspro.2014.03.531
Money, J., Dinning, T., Nixon, S., Walsh, B., & Magill, C. (2016). Co-creating a blended learning curriculum in transition to higher education: a student viewpoint. Creative Education, 07(09), 1205-1213. https://doi.org/10.4236/ce.2016.79126
Morales, S., & Ferreira, A. (2008). La efectividad de un modelo de aprendizaje combinado para la Enseñanza del inglés como lengua extranjera. RLA. Revista de lingüística teórica y aplicada, 46(2), 95-118. https://doi.org/10.4067/S0718-48832008000200006
Pham, H., & Ho, T. (2020). Toward a ‘new normal’ with e-learning in Vietnamese higher education during the post COVID-19 pandemic. Higher Education Research and Development, 39(7), 1327-1331. https://doi.org/10.1080/07294360.2020.1823945
Pinto, A., Sánchez, M., García, F., & Casillas, S. (2017). Students’ perceptions and attitudes towards asynchronous technological tools in blended-learning training to improve grammatical competence in English as a second language. Computers in Human Behavior, 72, 632-643. https://doi.org/10.1016/j.chb.2016.05.071
Rico, J., Ramírez, M., & Montiel, S. (2016). Development of oral competence through the use of Open Educational Resources. Apertura. https://www.redalyc.org/journal/688/68845366006/
Ruiz, F., & Belmonte, A. (2014). Young people as users of branded applications on mobile devices. Comunicar, 22(43), 73-81. https://doi.org/10.3916/C43-2014-07
Saboowala, R., & Manghirmalani, P. (2018). Student teachers’ attitudes towards blended learning. Journal of Education and Human Development, 7(2). https://doi.org/10.15640/jehd.v7n2a2
Saborío, S. (2019). Curricular proposal on a blended approach and an informative multimedia for didactic resources for the teaching of English course. Revista Electronica Educare, 23(3). https://doi.org/10.15359/ree.23-3.11
Salinas, J., Gisbert, M., De Benito, B., & Pérez, A. (2017). Blended learning, más allá de la clase presencial. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 195. https://doi.org/10.5944/ried.21.1.18859
Tosun, S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. Procedia - Social and Behavioral Sciences, 199, 641-647. https://doi.org/10.1016/j.sbspro.2015.07.592
Tuncay, N., & Uzunboylu, H. (2012). English language teachers’ success in blended and online e-learning. Procedia - Social and Behavioral Sciences, 47, 131-137. https://doi.org/10.1016/j.sbspro.2012.06.626
Turpo, O. (2015). Perspectiva de la convergencia pedagógica y tecnológica en la modalidad blended learning Perspective of Pedagogical and Technological Convergence in Blended Learning. Revista de Educación a Distancia (RED), 39, 1-14. https://revistas.um.es/red/article/view/234261
Villalonga, C., Díez, R., & Alemán, I. (2018). Aprendizaje en red. En Calidad informativa en la era de la digitalización: fundamentos profesionales vs. infopolución (pp. 131-142). Dykinson. https://doi.org/10.2307/j.ctv9zchsb.11
Woodfield, W., Graham, C., Bodily, R., & Sandberg, D. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28, 17-27. https://doi.org/10.1016/j.iheduc.2015.08.003
Yang, Y., & Kuo, N. (2021). Blended learning to foster EFL college students’ global literacy. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1900874
Yang, Ya, Chuang, Y., Li, L., & Tseng, S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285-305. https://doi.org/10.1016/j.compedu.2012.12.012
Published
Issue
Section
License
Copyright (c) 2021 Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano
This work is licensed under a Creative Commons Attribution 4.0 International License.