A Systematic Review of Research on Blended Learning in Teaching EFL: Student and Teacher’s Perception, Implementation, Interaction, Benefits, and Challenges
DOI:
https://doi.org/10.21009/stairs.5.1.6Keywords:
Blended Learning, English for Foreign Learners, Systematic Review, Student and Teacher’s Perception, English SkillsAbstract
This study examines the existing research on blended learning in
English as a Foreign Language (EFL) classrooms, focusing on the
views and experiences of both students and teachers. An analysis
of 30 published articles reveals that researchers have employed a
range of methods, including quantitative, qualitative, and mixed
approaches, to collect data through questionnaires, interviews,
and literature reviews. The findings suggest that both students and
teachers have a positive outlook on blended learning, which is used
to teach various English skills and involves the use of online
platforms to assign different types of tasks. Effective interaction
between students, teachers, and peers is crucial to the success of
blended learning. The benefits of blended learning include
improved English proficiency, enhanced learning behaviors, and
developed digital skills. However, challenges such as technical
difficulties, inadequate training, time management issues, and
learner preparedness can hinder its implementation.
References
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Altay, M., & Altay, B. (2019). A review of studies on blended learning in EFL environment. International Journal of Curriculum and Instruction, 11(1), 125–140. https://ijci.globets.org/index.php/IJCI/article/view/255/89
Amiruddin, A., Huzaimi, N., Mohamad, M., & Ani, M. (2022). Challenges and benefits of blended learning on tertiary education ESL classrooms: A literature review. Creative Education, 13, 3715–3730. https://doi.org/10.4236/ce.2022.1311235
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525–1541. https://doi.org/10.2147/prbm.s331741
Cai, W. (2022). The status quo of college students' participation in English online learning in the blended learning environment and the ways to improve it. Journal of Environmental and Public Health, 2022, 7255034. https://doi.org/10.1155/2022/7255034
Dziuban, C., Graham, C. R., Moskal, P. D., et al. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15, 3. https://doi.org/10.1186/s41239-017-0087-5
Falah, I. F., & Chairuddin, C. (2022). Students’ attitudes toward blended learning through Google Classroom in general English course. Jurnal Ellite (Journal of Education, Linguistics, Literature and Language Teaching), 5(1), 1–10. https://doi.org/10.33059/ellite.v5i01.5249
Firdaus, A., & Astutik, Y. (2021). Implementation of blended learning in teaching English at senior high school in Sidoarjo. New Language Dimensions, 2(2), 70–78. https://doi.org/10.26740/nld.v2n2.70
Huang, M., Kuang, F., & Liu, Y. (2022). EFL learners’ engagement in different activities of blended learning environment. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00136-7
Indah Sari, P., Erni, E., & Aruan, R. (2023). Students’ perception on blended learning in English class during the COVID-19 pandemic. Journal of English Development, 3(01), 14–23. https://doi.org/10.25217/jed.v3i01.2786
Istiqomah, I. (2021). The students’ perceptions on using blended learning for English learning during Covid-19 pandemic. Journal of English Language Teaching and Linguistics, 6(2), 307. https://doi.org/10.21462/jeltl.v6i2.550
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don’t. International Journal of Learning, Teaching and Educational Research, 20(2), 152–173. https://doi.org/10.26803/ijlter.20.2.9
Majeed, M., & Rehan Dar, F. (2022). Investigating the efficacy of blended learning in ESL classrooms. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2133500
Maulina, M., Sri Andriyani, A., Amin, S., Nasrullah, R., Asdar, A., & Hamsiah, A. (2022). Students’ perception in learning English through blended learning. Journal of Education and Teaching (JET), 3(1), 50–68. https://doi.org/10.51454/jet.v3i1.138
Menggo, S., & Darong, H. C. (2022). Blended learning in ESL/EFL class. LLT Journal: A Journal on Language and Language Teaching, 25(1), 132–148. https://doi.org/10.24071/llt.v25i1.4159
Mohamed, F. A. E. (2021). The effectiveness of blended learning in enhancing EFL learning and collaboration. World Journal of English Language, 12(1), 92. https://doi.org/10.5430/wjel.v12n1p92
Mohd Amin, M. H., Md Ramlan, S. F., & Wahi, W. (2022). Blended learning to learn presentation skills among English second language (ESL) learners. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001416. https://doi.org/10.47405/mjssh.v7i4.1416
Nikolaeva, S. (2019). Development of pre-service English teachers’ language skills and learner autonomy via blended learning. Revista Romaneasca pentru Educatie Multidimensionala, 11(2), 222–239. http://rep.knlu.edu.ua/xmlui/handle/787878787/2207?show=full
Radia, B. (2019). Approaching a reading course via Moodle-based blended learning: EFL learners’ insights. Modern Journal of Language Teaching Methods. https://mjltm.org/article-1-555-en.pdf
Ramalingam, S., Yunus, M. M., & Hashim, H. (2021). Exploring ESL learners’ blended learning experiences and its effectiveness through web-based technologies. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1436–1445. https://doi.org/10.11591/ijere.v10i4.21465
Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate students’ perceptions towards blended learning through Instagram in English for business class. International Journal of Language Education, 3(1), 64–73.
Simbolon, N. E. (2021). EFL students’ perceptions of blended learning in English language course: Learning experience and engagement. Journal on English as a Foreign Language, 11(1), 152–174. https://doi.org/10.23971/jefl.v11i1.2518
Sriwichai, C. (2020). Students’ readiness and problems in learning English through blended learning environment. Asian Journal of Education and Training, 6(1), 23–34. https://doi.org/10.20448/journal.522.2020.61.23.34
Suriaman, A., Tadeko, N., Manurung, K., Usman, S., & Yuliyani, A. (2022). English blended learning: An analysis of Indonesian students’ perception. Indonesian Journal of English Education (IJEE), 9(1), 1–18. https://doi.org/10.15408/ijee.v9i1.26787
Syakur, A., Fanani, Z., & Ahmadi, R. (2020). The effectiveness of reading English learning process based on blended learning through “absyak” website media in higher education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 763–772. https://doi.org/10.33258/birle.v3i2.927
Taghizadeh, M., & Hajhosseini, F. (2020). Investigating a blended learning environment: Contribution of attitude, interaction, and quality of teaching to satisfaction of graduate students of TEFL. The Asia-Pacific Education Researcher, 30(5), 459–469. https://doi.org/10.1007/s40299-020-00531-z
Wirawan, I. M., & Kristiani, P. (2022). The use of blended learning in teaching reading. Acitya: Journal of Teaching and Education, 4(1), 40–48. https://doi.org/10.30650/ajte.v4i1.2292
Wu, H., & Luo, S. (2022). Integrating MOOCs in an undergraduate English course: Students’ and teachers’ perceptions of blended learning. SAGE Open, 12(2). https://doi.org/10.1177/21582440221093035
Zulkflee, Z., Azmi, N. N., Kamaruzaman, S. S. S., Prakas, J., Ng, M. M., & Jeyaraja, S. S. B. (2022). Issues and challenges of Malaysian primary school teachers in incorporating blended learning in ESL classroom. International Journal of Advanced Research in Education and Society, 4(4), 117–130. https://doi.org/10.55057/ijares.2022.4.4.11
Ali, F., & Sofa, E. M. (2018). Students’ perceptions of the implementation of blended learning in a large English class. Edulitics Journal, 3(1), 15. https://doi.org/10.52166/edulitics.v3i1.878
Altay, M., & Altay, B. (2019). A review of studies on blended learning in EFL environment. International Journal of Curriculum and Instruction, 11(1), 125–140. https://ijci.globets.org/index.php/IJCI/article/view/255/89
Amiruddin, A., Huzaimi, N., Mohamad, M., & Ani, M. (2022). Challenges and benefits of blended learning on tertiary education ESL classrooms: A literature review. Creative Education, 13, 3715–3730. https://doi.org/10.4236/ce.2022.1311235
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525–1541. https://doi.org/10.2147/prbm.s331741
Cai, W. (2022). The status quo of college students' participation in English online learning in the blended learning environment and the ways to improve it. Journal of Environmental and Public Health, 2022, 7255034. https://doi.org/10.1155/2022/7255034
Dziuban, C., Graham, C. R., Moskal, P. D., et al. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15, 3. https://doi.org/10.1186/s41239-017-0087-5
Falah, I. F., & Chairuddin, C. (2022). Students’ attitudes toward blended learning through Google Classroom in general English course. Jurnal Ellite (Journal of Education, Linguistics, Literature and Language Teaching), 5(1), 1–10. https://doi.org/10.33059/ellite.v5i01.5249
Firdaus, A., & Astutik, Y. (2021). Implementation of blended learning in teaching English at senior high school in Sidoarjo. New Language Dimensions, 2(2), 70–78. https://doi.org/10.26740/nld.v2n2.70
Huang, M., Kuang, F., & Liu, Y. (2022). EFL learners’ engagement in different activities of blended learning environment. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00136-7
Indah Sari, P., Erni, E., & Aruan, R. (2023). Students’ perception on blended learning in English class during the COVID-19 pandemic. Journal of English Development, 3(01), 14–23. https://doi.org/10.25217/jed.v3i01.2786
Istiqomah, I. (2021). The students’ perceptions on using blended learning for English learning during Covid-19 pandemic. Journal of English Language Teaching and Linguistics, 6(2), 307. https://doi.org/10.21462/jeltl.v6i2.550
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don’t. International Journal of Learning, Teaching and Educational Research, 20(2), 152–173. https://doi.org/10.26803/ijlter.20.2.9
Majeed, M., & Rehan Dar, F. (2022). Investigating the efficacy of blended learning in ESL classrooms. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2133500
Maulina, M., Sri Andriyani, A., Amin, S., Nasrullah, R., Asdar, A., & Hamsiah, A. (2022). Students’ perception in learning English through blended learning. Journal of Education and Teaching (JET), 3(1), 50–68. https://doi.org/10.51454/jet.v3i1.138
Menggo, S., & Darong, H. C. (2022). Blended learning in ESL/EFL class. LLT Journal: A Journal on Language and Language Teaching, 25(1), 132–148. https://doi.org/10.24071/llt.v25i1.4159
Mohamed, F. A. E. (2021). The effectiveness of blended learning in enhancing EFL learning and collaboration. World Journal of English Language, 12(1), 92. https://doi.org/10.5430/wjel.v12n1p92
Mohd Amin, M. H., Md Ramlan, S. F., & Wahi, W. (2022). Blended learning to learn presentation skills among English second language (ESL) learners. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001416. https://doi.org/10.47405/mjssh.v7i4.1416
Nikolaeva, S. (2019). Development of pre-service English teachers’ language skills and learner autonomy via blended learning. Revista Romaneasca pentru Educatie Multidimensionala, 11(2), 222–239. http://rep.knlu.edu.ua/xmlui/handle/787878787/2207?show=full
Radia, B. (2019). Approaching a reading course via Moodle-based blended learning: EFL learners’ insights. Modern Journal of Language Teaching Methods. https://mjltm.org/article-1-555-en.pdf
Ramalingam, S., Yunus, M. M., & Hashim, H. (2021). Exploring ESL learners’ blended learning experiences and its effectiveness through web-based technologies. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1436–1445. https://doi.org/10.11591/ijere.v10i4.21465
Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate students’ perceptions towards blended learning through Instagram in English for business class. International Journal of Language Education, 3(1), 64–73.
Simbolon, N. E. (2021). EFL students’ perceptions of blended learning in English language course: Learning experience and engagement. Journal on English as a Foreign Language, 11(1), 152–174. https://doi.org/10.23971/jefl.v11i1.2518
Sriwichai, C. (2020). Students’ readiness and problems in learning English through blended learning environment. Asian Journal of Education and Training, 6(1), 23–34. https://doi.org/10.20448/journal.522.2020.61.23.34
Suriaman, A., Tadeko, N., Manurung, K., Usman, S., & Yuliyani, A. (2022). English blended learning: An analysis of Indonesian students’ perception. Indonesian Journal of English Education (IJEE), 9(1), 1–18. https://doi.org/10.15408/ijee.v9i1.26787
Syakur, A., Fanani, Z., & Ahmadi, R. (2020). The effectiveness of reading English learning process based on blended learning through “absyak” website media in higher education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 763–772. https://doi.org/10.33258/birle.v3i2.927
Taghizadeh, M., & Hajhosseini, F. (2020). Investigating a blended learning environment: Contribution of attitude, interaction, and quality of teaching to satisfaction of graduate students of TEFL. The Asia-Pacific Education Researcher, 30(5), 459–469. https://doi.org/10.1007/s40299-020-00531-z
Wirawan, I. M., & Kristiani, P. (2022). The use of blended learning in teaching reading. Acitya: Journal of Teaching and Education, 4(1), 40–48. https://doi.org/10.30650/ajte.v4i1.2292
Wu, H., & Luo, S. (2022). Integrating MOOCs in an undergraduate English course: Students’ and teachers’ perceptions of blended learning. SAGE Open, 12(2). https://doi.org/10.1177/21582440221093035
Zulkflee, Z., Azmi, N. N., Kamaruzaman, S. S. S., Prakas, J., Ng, M. M., & Jeyaraja, S. S. B. (2022). Issues and challenges of Malaysian primary school teachers in incorporating blended learning in ESL classroom. International Journal of Advanced Research in Education and Society, 4(4), 117–130. https://doi.org/10.55057/ijares.2022.4.4.11
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2024-05-31
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