How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study

Abstract

This study aims to study how the incorporation of digitized heritage buildings into blended English as a second language (ESL) teaching can facilitate Students’ attainment of the Sustainable Development Goals (SDGs) target of quality education, specifically increasing cultural awareness and consciousness of global citizenship. Based on the lens of social cognitive theory and case study approach, the researchers collected qualitative data from 40 participants who enrolled in a blended English-as-a-Second Language course in a community college in the United States. The results indicated that cultural heritage and buildings in the blended language learning curriculum, expanding the knowledge to other subject matter, and beyond the book were the three main themes. Based on the current course and curriculum designs with the elements of cultural heritage, buildings, and senses of SDGs, students expressed positive experiences in the fields of second language acquisition, employments of the computer-aided and technologically assisted tools, and interdisciplinary knowledge. University leaders, department heads, curriculum developers, instructors, and trainers should use this study as the reference to reform and upgrade their current materials with cultural heritage, buildings, and senses of SDGs in order to offer the comprehensive training to college and university students.

Application of Interdisciplinary Knowledge Integration in English Blended Education

“…The integration of digital technology enhances the learning process by providing access to a wide range of resources and tools [13]. For instance, students can engage with online modules that offer interactive exercises for language practice, virtual discussions that facilitate peer interaction and collaboration, and multimedia materials that bring literary texts to life through audiovisual adaptations or digital annotations [14]. With embracing interdisciplinary knowledge integration within English blended education, educators aim to cultivate a holistic understanding of the English language and its significance in various contexts.…”