Does Blended Instruction Enhance English Language Learning in Developing Countries? Evidence from Mexico
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| Title: | Does Blended Instruction Enhance English Language Learning in Developing Countries? Evidence from Mexico |
|---|---|
| Language: | English |
| Authors: | Xu, Di, Glick, Danny, Rodriguez, Fernando, Cung, Bianca, Li, Qiujie, Warschauer, Mark |
| Source: | British Journal of Educational Technology. Jan 2020 51(1):211-227. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Mexico |
| DOI: | 10.1111/bjet.12797 |
| ISSN: | 0007-1013 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1240961 |
| Database: | ERIC |
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