Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications
This paper analyzes the implementation of the blended learning approach in English language teaching, comparing it with traditional educational methods. Blended learning, which combines online and traditional face-to-face instruction, offers flexibility, individualization, and the potential for grea...
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| Format: | Article |
| Language: | Bosnian |
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Univerzitet u Novom Pazaru
2025-01-01
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| Series: | Univerzitetska Misao |
| Subjects: | |
| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/1451-3870/2025/1451-38702524030L.pdf |
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| _version_ | 1849252263212613632 |
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| author | Lekić Jelena Vešović Marija Fijuljanin Fahreta |
| author_facet | Lekić Jelena Vešović Marija Fijuljanin Fahreta |
| author_sort | Lekić Jelena |
| collection | DOAJ |
| description | This paper analyzes the implementation of the blended learning approach in English language teaching, comparing it with traditional educational methods. Blended learning, which combines online and traditional face-to-face instruction, offers flexibility, individualization, and the potential for greater student engagement compared to conventional methods. Traditional instruction relies on a frontal approach, where the teacher is the primary source of knowledge, and the student is a passive recipient of information. In contrast, blended learning promotes student autonomy, allowing learners to study at their own pace and utilize technology for personalized learning. Furthermore, the role of the teacher in a blended learning environment shifts from being a knowledge provider to a facilitator, supporting students in the use of digital resources and in developing independent skills. The flexibility of this model enables students to access authentic materials and enhance their language skills through interactive online activities, while face-to-face classes remain focused on more complex interactions and exercises. The conclusion emphasizes the advantages of blended learning in contemporary education, highlighting its potential to enhance the English language learning process through a dynamic and personalized approach. |
| format | Article |
| id | doaj-art-e1004e51cf0642009289b4d51094c8f4 |
| institution | Kabale University |
| issn | 1451-3870 2560-4821 |
| language | Bosnian |
| publishDate | 2025-01-01 |
| publisher | Univerzitet u Novom Pazaru |
| record_format | Article |
| series | Univerzitetska Misao |
| spelling | doaj-art-e1004e51cf0642009289b4d51094c8f42025-08-20T03:56:41ZbosUniverzitet u Novom PazaruUniverzitetska Misao1451-38702560-48212025-01-01202524304210.5937/univmis2524030L1451-38702524030LBlended learning in English language teaching: A comparison with traditional methods and pedagogical implicationsLekić Jelena0Vešović Marija1Fijuljanin Fahreta2https://orcid.org/0000-0002-0961-9948Univerzitet u Novom Pazaru, Novi Pazar, SerbiaFakultet za saobraćaj, komunikacije i logistiku, Budva, Crna GoraUniverzitet u Novom Pazaru, Novi Pazar, SerbiaThis paper analyzes the implementation of the blended learning approach in English language teaching, comparing it with traditional educational methods. Blended learning, which combines online and traditional face-to-face instruction, offers flexibility, individualization, and the potential for greater student engagement compared to conventional methods. Traditional instruction relies on a frontal approach, where the teacher is the primary source of knowledge, and the student is a passive recipient of information. In contrast, blended learning promotes student autonomy, allowing learners to study at their own pace and utilize technology for personalized learning. Furthermore, the role of the teacher in a blended learning environment shifts from being a knowledge provider to a facilitator, supporting students in the use of digital resources and in developing independent skills. The flexibility of this model enables students to access authentic materials and enhance their language skills through interactive online activities, while face-to-face classes remain focused on more complex interactions and exercises. The conclusion emphasizes the advantages of blended learning in contemporary education, highlighting its potential to enhance the English language learning process through a dynamic and personalized approach.https://scindeks-clanci.ceon.rs/data/pdf/1451-3870/2025/1451-38702524030L.pdfstudent autonomyblended learningdigital technologiesflexibility in educationenglish language teaching |
| spellingShingle | Lekić Jelena Vešović Marija Fijuljanin Fahreta Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications Univerzitetska Misao student autonomy blended learning digital technologies flexibility in education english language teaching |
| title | Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications |
| title_full | Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications |
| title_fullStr | Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications |
| title_full_unstemmed | Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications |
| title_short | Blended learning in English language teaching: A comparison with traditional methods and pedagogical implications |
| title_sort | blended learning in english language teaching a comparison with traditional methods and pedagogical implications |
| topic | student autonomy blended learning digital technologies flexibility in education english language teaching |
| url | https://scindeks-clanci.ceon.rs/data/pdf/1451-3870/2025/1451-38702524030L.pdf |
| work_keys_str_mv | AT lekicjelena blendedlearninginenglishlanguageteachingacomparisonwithtraditionalmethodsandpedagogicalimplications AT vesovicmarija blendedlearninginenglishlanguageteachingacomparisonwithtraditionalmethodsandpedagogicalimplications AT fijuljaninfahreta blendedlearninginenglishlanguageteachingacomparisonwithtraditionalmethodsandpedagogicalimplications |