Blended Learning Design of English Language Course in Higher Education: A Systematic Review

Abstract

Higher education has been innovated by technological advancement to fulfill the demands of various learning needs. Blended Learning (BL) is increasingly important for education institutions to transform the conventional classroom into a more open and innovative integration of teaching and learning not limited to time and space. There have been literature and systematic review on BL in various subjects, however, BL design of English courses applied in higher education lacks a comprehensive systematic review. This paper conducts a systematic review of BL in English courses to investigate the effect of BL in ETL (English Teaching and Learning) and to identify BL trends, gaps, and future directions for ETL in higher education. Based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this study conducted a literature search of the following databases: Scopus, ACM, and Web of Science, using the search string of “blended learning”, “English courses”, and “higher education” and several related substrings. The search yielded 469 studies that were identified through further screening and eligibility. 69 articles were selected for inclusion in this review. The current research fields for BL in ETL can be mainly summarized into four categories: blended learning design, participants, technologies, and effects, The obtained findings identify the factors and variables related to BL that influence the effect of ETL in higher education. Additionally, the effectiveness of different BL models and approaches are investigated for ETL in higher education. The result facilitates the design and implementation of a blended or hybrid English course in higher education.

Issues of Blended Translation Teaching in Higher Education: a Systematic Literature Review (SLR)

“…The research indicates that the absence or outdated nature of technical resources may hinder students' proficiency in utilizing technology for translation tasks, affecting their overall learning outcomes (Alowedi, 2020). By addressing these challenges, future initiatives in blended translation teaching can strive to adopt more balanced instructional approaches, emphasizing student-centered learning, and addressing the technical resource gaps to enhance the effectiveness of translation education in higher education settings (Yajie & Jumaat, 2023;Galán-Mañas & Albir, 2010).…”

“…The lack of clear guidelines, assessment criteria, and institutional support mechanisms may hinder educators from effectively managing and evaluating the blended learning environment. This gap could result in inconsistencies, difficulties in tracking student progress, and a lack of accountability in the teaching process (Yajie & Jumaat, 2023;Galán-Mañas & Albir, 2010). By addressing these issues, educators and educational institutions can develop strategies to overcome challenges in blended translation teaching, fostering a more effective and seamless integration of technology in the translation education landscape (Zhang, 2021;Cheung, 2021;Lou et al, 2013;Nasr, 2022;Ning & Ban, 2022).…”

“…Next, the 35 selected articles were entered into Mendeley, saved in RIS format, and then entered into the VOSviewer version 1.6.17 application to map the initial network of theme relevance. The steps to enter VOSviewer are to open the application and select the menu to create a map based on reference data; read data from the file reference manager; select files from folders; select the type of analysis and calculation method, namely analysis type: co-occurrence, analysis unit: keyword, and calculation method: full calculation; and verify the selected keywords (Yajie & Jumaat, 2023;Huynh & Nguyen, 2019). Based on the results of the analysis of general issues or problems in blended translation teaching; issues or problems in blended translation teaching technology and blended translation teaching solutions show very complex association patterns in Figure 1 and visualization of the distribution of articles based on keywords in VOSviewer in Figure 2.…”

Exploring the Full Potential of Collaborative Learning and E-Learning Environments in Universities: A Systematic Review

“…The SLR (Systematic Literature Review) method used in this article includes four stages namely [10], [47], [66 By using the SLR method that is systematic and comprehensive, it is hoped that this article can provide accurate information and is based on scientific evidence that can assist teachers and universities in choosing the most effective collaborative learning and e-learning methods to improve student learning outcomes and their involvement. in the learning process.…”

An interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency under a blended setting

“…In addition, the digital approach involves implementing innovative teaching activities, curricula, and instructional designs to foster lifelong learning (Sundqvist, 2022) using technology, such as the flex blended setting. The specific flex blending learning setting creates an appropriate educational environment for various weekly activities (Athoillah, 2022;Yajie & Jumaat, 2023). However, the traditional approach to HEIs (Chen & Zou, 2018), characterized by task-based language teaching with an exam-oriented system, remains prevalent in China.…”