BLENDED LEARNING: COMBINING TRADITIONAL AND DIGITAL TOOLS IN ESL TEACHING
DOI:
https://doi.org/10.5281/zenodo.17417887Abstract
This study analyzes the effectiveness of blended learning approaches in ESL teaching using regression analysis,
correlation methods, and statistical modeling. It also aims to develop a comprehensive assessment method to identify key
factors influencing learning outcomes. A mixed-methods approach, integrating both quantitative and qualitative data, was
employed to compute a learning efciency metric, classifying learners into distinct profciency levels.
Critical variables teaching tools, learner engagement, and technological integration were examined, alongside variations
in the sustainability of learning practices. The proposed framework facilitates in-depth research, offering an accessible
overview of the opportunities and challenges in blended learning pedagogy.
This research contributes to addressing educational disparities among ESL learners by evaluating their use of digital
and traditional methods while considering technical infrastructure limitations, cultural differences, and other contextual
barriers. Additionally, it bridges the gap between advanced teaching methodologies and diverse learner populations by
tackling accessibility concerns.
By focusing on this transformative feld, this study provides a strong foundation for enhancing learning outcomes and
overcoming the digital divide in ESL education, benefting both educators and students from multiple perspectives.
Keywords
Blended Learning Adoption, ESL Teaching Methodologies, Digital Divide in Education, Analytical Hierarchy Process (AHP), Technological and Pedagogical Barriers, Quantitative and Qualitative Analysis, Inclusive Educational Practices.References
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