Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course

Applying augmented reality multimedia technology to construct a platform for translation and teaching system

“…Much of the research on AR technology's application in education worldwide is empirical, with action research being predominant [ 24 , 25 ]. Scholars on the global stage have observed operational scenarios utilizing display devices and projection screens [ 26 ]. AR technology's enhanced capability to visually represent complex teaching materials has proven effective in reducing both physical and metaphorical distance between educators and learners, thereby promoting interaction and facilitating a deeper understanding of educational content.…”

A Systematic Review on the Effects of Blended Learning in EFL Higher Education Contexts

“…Eleven examined studies emphasized the effects of BL on university students' EFL skills (Aydın et al, 2022;Chang, 2023;Chen, 2022 Mohamed (2022) conducted a study to determine how BL enhances cooperation and EFL learning in higher education, which was assessed in this review. As this study has found, up to 49.1% of the students surveyed acknowledged that BL classes enhanced their proficiency in all four language skills.…”

“…Eleven of the reviewed studies revealed a positive relationship between BL and EFL university student engagement (Ali et al, 2023;Alghofaili, 2022;Aydın & Çakır, 2022;Chen, 2022;Dousti & Amirian, 2023;Huang et al, 2022;Khodabandeh, 2022;Mohamed, 2022;Qays et al, 2022;Zhao et al, 2023), motivation Aydın & Çakır (2022); Chang (2023); Chen (2022); Mohamed, (2022); Qays et al (2022), and autonomy (Alghofaili, 2022;Aydın & Çakır, 2022;Chen, 2022;Huang et al, 2022;Khodabandeh, 2022;Qays et al, 2022). In a study done by Chen (2022), mixed-methods research was used to assess the efficacy of BL in enhancing student autonomy.…”

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

“…Blended (or hybrid) education became an important mode of teaching and learning during and after the COVID-19 pandemic, and this mode/approach has rapidly spread in tertiary education [1][2][3]. Within the blended and online learning contexts, digital technology has a main role (e.g., online mode or use of digital tools in the classroom), while selfregulated learning [3][4][5] and mobile learning [6][7][8][9][10] are topics that have received increased attention post-pandemic.…”

“…The flexibility and combination of face-to-face and online interactions are reported as benefits of blended learning approaches by students in different counties such as Saudi Arabia [19] and the Maldives [20]; students appreciate the aspect of face-to-face lessons [21]. A study in China [4], with students possessing high levels of learning responsibility and motivation, indicated that most participants consider blended learning as a facilitator for the development of learner autonomy. In Saudi Arabia, undergraduate students' perceptions of their e-learning experiences in virtual and blended English classes revealed SRL as a blended learning benefit [22].…”