BLENDED LEARNING IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: AN INSTRUCTIONAL TECHNOLOGY APPROACH TO IMPROVING LEARNING OUTCOMES
DOI:
https://doi.org/10.47178/y7y4tp17Keywords:
Blended Learning, TEFL, Instructional Technology, Language Learning, Student EngagementAbstract
This study aims to examine the effectiveness of blended learning as an instructional technology approach in improving learning outcomes in Teaching English as a Foreign Language (TEFL). Blended learning, which combines face-to-face instruction with online learning, has gained significant attention as a flexible and interactive teaching strategy. This research employed a quantitative quasi-experimental design conducted at SMA Negeri 2 Gowa, Indonesia. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations. The findings reveal that students who participated in blended learning environments demonstrated significantly higher improvement in English proficiency compared to those who experienced traditional instruction. The integration of digital platforms and classroom interaction enhanced students’ reading, writing, and vocabulary skills. In addition, blended learning increased student motivation, engagement, and autonomy by providing flexible access to learning materials and opportunities for independent learning. However, challenges such as limited internet access and varying levels of digital literacy were identified as barriers to effective implementation. Despite these challenges, blended learning remains a promising approach to improving learning outcomes in TEFL. This study concludes that blended learning can effectively enhance language acquisition when supported by appropriate infrastructure and teacher competence.
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