Student Engagement in Blended English Language Learning: Insights from a Vietnamese University
DOI:
https://doi.org/10.54855/callej.262721Keywords:
Learner engagement, Blended learning, English as a Foreign language, Higher educationAbstract
Blended learning has become a growing trend in higher education for its potential to create an optimal learning environment and enhance learner engagement. Nevertheless, research on how students engage in such learning environments remains limited. This paper examines student engagement in blended English language courses at a Vietnamese university and explores whether engagement varies across disciplines and academic years. Drawing on Halverson and Graham’s (2019) conceptualization of learner engagement, a sequential mixed-method design was employed. Survey data collected from 827 students from eight disciplinary areas were complemented by semi-structured interviews with 31 students to further elaborate on and explain the survey results. Quantitative results show high cognitive and positive emotional engagement in face-to-face classes but only moderate levels online, while negative emotional engagement was relatively low across both learning modes. Engagement varied significantly across disciplines and declined across year levels, with juniors reporting the highest negative emotional engagement. Interviews identified instructional support, peer interactions, self-regulated learning capacity and content relevance as key influences. Findings carry implications for blended English language course design and teaching practice in Vietnam and similar contexts.
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