ISSN: 2226-6348
Open access
Driven by the demand for innovative pedagogies in higher education, blended learning (BL) is increasingly being recognized as an effective technique to improve English as a Foreign Language (EFL) learning. This research provides a systematic review on the effects of BL in EFL higher education contexts. The review utilizes rigorous search and selection criteria to ensure that only high-quality research is explored using the PRISMA approach. Drawing on 15 studies published from 2022 to 2024 obtained through Scopus and Springer Link database searches, we synthesize key findings regarding the effects of BL on promoting language skills, student engagement, motivation, and autonomy within EFL learning. This review offers valuable insights for educators and researchers interested in optimizing BL approaches for effective EFL learning and academic success in diverse higher education settings.
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(Nguyen, 2024)
Nguyen, L.-A.-P. (2024). A Systematic Review on the Effects of Blended Learning in EFL Higher Education Contexts. International Journal of Academic Research in Progressive Education and Development, 13(1), 1867–1876.
Copyright: © 2024 The Author(s)
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