ISSN: 2226-6348
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Blended learning, which integrates face-to-face instruction with online learning tools, has emerged as an effective pedagogical approach in English as a Foreign Language (EFL) education. Given the increasing importance of oral English competence in academic and professional communication, this paper conceptually explores how blended learning can enhance speaking skills among Chinese undergraduate students. Drawing upon theories of second language acquisition, digital learning frameworks, and empirical studies, this paper analyzes the potential benefits and challenges of implementing blended learning in oral English instruction. Key areas of discussion include the role of digital technologies in facilitating pronunciation accuracy, fluency, and communicative competence, as well as the pedagogical implications for curriculum design and instructor training. The paper also addresses barriers such as technological accessibility and learner autonomy. This study contributes to the ongoing discourse on language education by providing a theoretical foundation for integrating blended learning into EFL speaking instruction in China.
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