Does Blended Instruction Enhance English Language Learning in Developing Countries? Evidence from Mexico

Autor/inn/en	Xu, Di; Glick, Danny; Rodriguez, Fernando; Cung, Bianca; Li, Qiujie; Warschauer, Mark
Titel	Does Blended Instruction Enhance English Language Learning in Developing Countries? Evidence from Mexico
Quelle	In: British Journal of Educational Technology, 51 (2020) 1, S.211-227 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12797
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Online Courses; Conventional Instruction; Blended Learning; Teaching Methods; Language Teachers; Teacher Effectiveness; State Universities; Grades (Scholastic); Teacher Student Ratio; School Policy; Mexicans; Computer Assisted Instruction; Educational Quality; Cost Effectiveness; Outcomes of Education; College Students; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Staatliche Universität; Notenspiegel; Lehrer-Schüler-Relation; Schulpolitik; Mexikaner; Computer based training; Computerunterstützter Unterricht; Quality of education; Bildungsqualität; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Collegestudent; Ausland; Mexiko
Abstract	Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high-quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology-enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campus-wide policy change in all compulsory English language courses that replaces half of the traditional face-to-face class time with an interactive online learning environment developed by a leading technology-mediated English language learning and assessment provider. Our results suggest that, compared to traditional face-to-face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment-teacher ratio increased after replacing half of the face-to-face instructional time with online learning, suggesting that blended learning environments hold promise for providing high-quality and cost-effective language instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01