Fostering Academic Engagement and Critical Thinking Using Blended Learning Models in English Language Teaching
DOI:
https://doi.org/10.61841/fzdm7h55Keywords:
Blended Learning, English Writing, Reading Comprehension, Critical Thinking Skills, Foreign Language Enjoyment, Dialogue Method, Higher Education.Abstract
The development of education technology has sparked a transformation in higher education towards a blended learning model and Learning Management Systems (LMS). Traditional English language classes emphasize the teacher, and students tend to memorize and utilize universal templates.In the traditional classroom, English language instruction tends to be of a teacher-centred nature with students using universal templates and not deeply engaging with the content. The purpose of this paper is to examine the integration of Critical Thinking (CT) and positive academic emotions such as Foreign Language Enjoyment (FLE) in a blended learning environment and to explore the learning engagement in this environment. The study takes a mixed-methods approach, showing that the application of LMS, content-based reading module and dialogue method can optimize learners' academic achievements, critical thinking ability and participation to an extent. The role of positive emotions in the process is discussed, as well as the need to connect the academic program with the needs of the labor market.
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