A pedagogical model for integrating blended learning into EFL education in Vietnamese universities
The Australian Association for Research in Education (AARE) Conference
The Australian Association for Research in Education
School of Education
Educational systems will eventually need learning for innovation to survive in the rapid growth of Web 2.0 technologies. Thus blended learning (BL), a combination of face-to-face and online learning, appears to be the most commonly used mode of delivery in higher education. In Vietnamese EFL education, although BL is considered as an effective delivery mode that enables students to extend their language learning beyond the confines of classrooms, it has not been fully perceived and well implemented to make full use of its benefits. Therefore, how to effectively integrate BL into EFL education is now a top concern of EFL lecturers and researchers in Vietnamese tertiary contexts.
This study aims to examine how BL is pedagogically integrated into English teaching for EFL students in 10 Vietnamese universities. The study features a qualitative design research including semi-structured interviews with 10 Vietnamese EFL lecturers. The BL-based model proposed by Kudryashova, Gorbatova and Rozhkova (2016) was employed to illuminate EFL lecturers’ pedagogical practices of integrating blended learning into their English teaching to university students.
Findings reveal that EFL lecturers defined BL from nine different viewpoints based on either learning-based focus or teaching-based focus. EFL lecturers mainly used face-to-face contact hours to implement six educational activities in classrooms. Three BL types used in EFL education in Vietnamese universities are Face-to-face Driver, Rotation and Self-Blend. Of those three BL types, Face-to-face Driver is the most popular one because English lecturers have employed a wide range of online activities and resources to partly support students’ face-to-face learning both inside and outside classrooms. Seven of the lecturers delivered their English teaching with blended learning flexibly while three of them complied with three-stage teaching procedure. In light of Kudryashova, Gorbatova and Rozhkova’s (2016) model, the study proposes an adapted BL-based model that comprises four levels: objectives, contents, pedagogical and technological level, and results evaluation.
The presentation concludes with some recommendations for an effective BL integration which contributes to better outcomes of EFL education in Vietnamese universities.
Le, T. N. (2019, December). A pedagogical model for integrating blended learning into EFL education in Vietnamese universities [Paper Presentation]. The Australian Association for Research in Education (AARE) Conference, QUT Kelvin Grove, Queensland, Australia. https://www.aare.edu.au/publications/aare-conference-papers/show/12940/a-pedagogical-model-for-integrating-blended-learning-into-efl-education-in-vietnamese-universities