Exploring the Significance of Blended Learning Models for L2 Educators in the Developing World: A Review of Current Literature
Keywords:Blended Learning Models, Developing World, Language Educators, Second Language, Web-Based Learning
This review aims to assist second language (L2) educators in the developing world, burdened by complexities and obligations imposed by the pandemic era and beyond. Its objective is to enhance the understanding of blended learning and its multitude of models and practices. Blended learning revolutionizes teaching and offers world language educators versatility, adaptability, and the space to customize learning. Although widely used, there is still uncertainty about what blended learning means, how it delivers what it intends to deliver, and which blended learning model might best serve L2 educators. To address these concerns, this paper evaluates various blended learning models in academic contexts, focusing on language instruction. The findings provide valuable insights into the implications, challenges, and opportunities within the field. L2 educators are encouraged to explore suitable blended learning models and address challenges related to digital equity, educator readiness, and content alignment to maximize the benefits of blended learning in language education.
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