Blended Learning: Exploring the Benefits and Challenges for EFL Undergraduate Students

Abstract

Blended learning (BL), which combines face-to-face instruction with online components, has become increasingly popular in tertiary education institutions worldwide. This study aims to raise awareness of recent developments in the effectiveness of BL for teaching English as a second language. It seeks to evaluate both the benefits and the challenges associated with using BL to teach English as a foreign language to undergraduate students. A literature-based methodology was adopted, incorporating a systematic literature review. From an initial pool of 740 studies, 25 met the PRISMA criteria and were included in the final analysis. To address the research questions, both inductive and deductive coding methods were applied. The findings suggest that BL enhances student motivation, interaction, autonomy, and language development. Additionally, BL supports individualised learning, increases teacher–student interaction, and enhances students’ academic performance and language proficiency. However, several challenges were identified, including inadequate technological infrastructure, limited digital competencies, insufficient professional development for teachers, and increased workloads for lecturers. The findings of this research may be valuable for students, educators, and universities, as they can provide a foundation for the successful implementation of BL practices. The results indicate that blended education can be an effective approach to promoting language learning and improving the overall learning environment. It also plays a significant role in motivating students and fostering their interest in language acquisition. Nonetheless, further research is needed to address existing barriers and to develop a sustainable BL model that aligns with the needs of both language learners and teachers.