Abstract:
This study investigated the impact of blended learning approaches on the quality of English training
at Vietnamese universities, addressing a significant gap in understanding how blended learning is
implemented in Vietnam's higher education context. The research aimed to explore implementation
practices, identify challenges and opportunities, and develop recommendations for improving English
language education through blended approaches. Using a qualitative case study methodology, the
study collected data through semi-structured interviews with 20 English lecturers from eight
universities in Hanoi, supplemented by 10 classroom observations and document analysis of course
syllabi, learning materials, and institutional policies. The findings revealed that while blended learning
shows promise in enhancing English language education, its implementation faces significant
challenges including inadequate technological infrastructure, limited professional development
opportunities, and inconsistent institutional support. Successful practices were identified in areas of
assessment integration and online content development. These findings have important implications
for educational policy and practice in Vietnam, suggesting the need for systematic improvements in
technological infrastructure, professional development programs, and institutional support systems.
The research provides valuable guidance for universities seeking to enhance their blended learning
programs and contributes to the broader understanding of implementing blended learning in
developing country contexts. |
