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Do, M. H., & Duong, U. H. (2025). Impacts of blended learning on students’ English learning motivation, autonomy, and digital literacy in a rural high school, An Giang Province. Tạp chí Khoa học Đại học Đồng Tháp, 14(06S), 290-305. https://doi.org/10.52714/dthu.14.06S.2025.1694
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Impacts of blended learning on students’ English learning motivation, autonomy, and digital literacy in a rural high school, An Giang Province
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Tóm tắt
The present study explores the impact of blended learning on English language motivation, learner autonomy, and digital literacy via students’ evaluation. This study employed mixed-methods design. Accordingly, quantitative data was obtained via a 5-point scale questionnaire surveying 132 students from a rural high school in An Giang province. This high school has implemented blended learning over the past three school years. Of these 132 students, 20 students were randomly selected to take part in semi-structure interviews for qualitative data. The obtained results indicate that blended learning promoted students’ English language motivation, increased learner autonomy, and enhanced the development of digital literacy skills. However, students also reported encountering certain significant challenges associated with blended learning, particularly related to infrastructure and digital learning capacity. Thereby, the results underscore the positive impact of blended learning on English education in rural high schools, provided that adequate digital support and investment in infrastructure. Also, teacher guidance should be constant and sufficient, especially for students who are struggling or lack digital literacy.
Từ khóa
Blended learning, digital literacy, English as a foreign language (EFL), learner autonomy, learning motivation.
Chi tiết bài viết
Bài báo này được cấp phép theo Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
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Bawden, D. (2008). Origins and concepts of digital literacy. In C. Lankshear, & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 17-32). Peter Lang Publishing.
Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://10.5281/zenodo.3778083
Bui, T. K. P., & Bui, T. V. A. (2023). Student satisfaction with blended learning: An online survey in a Vietnamese university. VNU Journal of Science: Education Research, 39(2). https://doi.org/10.25073/2588-1159/vnuer.4723
Cao, Y., Jeyaraj, J. J., & Razali, A. B. (2024). Challenges in promoting learner autonomy in blended learning: Perspectives from English as a Foreign Language teachers in China. International Journal of English Language Education, 12(2), 122-142. https://doi.org/10.5296/ijele.v12i2.22272
Chen, J. (2022). Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Education and Information Technologies, 27(9), 12337-12361. https://doi.org/10.1007/s10639-022-11125-1
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Erol, M. (2025). Digital citizenship education supported by blended learning in primary school. International Online Journal of Primary Education, 14(2), 15-31. https://doi.org/10.55020/iojpe.1661792
Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
Fadila, A. D., & Anastasia, F. (2024). Students’ perceptions of English blended learning during the new normal era. Datokarama English Education Journal, 5(1), 1-14. https://doi.org/10.24239/dee.v5i1.78
Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education 17(25), 1-19. https://doi.org/10.1186/s41239-020-00199-x.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold. https://doi.org/10.1037/h0083787
Gilster, P. (1997). Digital literacy. Wiley & Sons.
Gouëdard, P., B. P., & Viennet, R. (2020). Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers, 224, OECD Publishing, Paris. https://doi.org/10.1787/8e95f977-en
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (pp. 333-350). Routledge.
Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2019). Multivariate data analysis (8th ed.). Cengage.
Hannon, J., & Macken, C. (2014). Blended and online curriculum design toolkit. La Trobe.
Hoang, N. T. (2015). EFL teachers' perceptions and experiences of blended learning in a Vietnamese university (Doctoral dissertation, Queensland University of Technology).
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140. https://doi.org/10.28945/1968
Le, X. M., & Tran, N. C. (2023). BL in English reading lessons: Vietnamese high-school students’ voices. VietTESOL International Convention Proceedings, 3, 1-27. https://proceedings.viettesol.org.vn/index.php/vic/article/view/68
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29. https://doi.org/10.2167/illt040.0
Miller, J. Y. (2021). Digital literacy: The impact of a blended learning model on student motivation and achievement (Doctoral dissertation, Gardner-Webb University).
Ministry of Education and Training (MOET). (2020). National digital transformation program to 2025, orientation to 2030. Decision No. 749/QĐ-TTg, Prime Minister of Vietnam.
Mrajca, A., & Polok, K. (2021). The development of learners’ autonomy through blended learning activities. Asia-Pacific Journal of Educational Management Research, 6(2), 1-14. https://doi.org/10.21742/AJEMR.2021.6.2.01
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078.
Nguyen, T. H. L., Nguyen, T. T., Tran. D. S., & Nguyen, T. L., (2022). The effects of blended learning activities on reading comprehension performance for high school students in Vietnam. Ho Chi Minh University of Education Journal of Science, 19(10), 1639-1639. 10.54607/hcmue.js.19.10.3515(2022)
Nguyen, T. P. (2024). Applying blended learning in English lessons to develop high school students' competences in Viet Nam. VietTESOL International Convention Proceedings, 4, 18-28. https://proceedings.viettesol.org.vn/index.php/vic/article/view/126
Nguyen, T. P. L. (2022). Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors. HCMCOUJS-Social Sciences, 12(1), 63-78. https://doi.org/10.46223/HCMCOUJS.soci.en.12.1.2282.2022
Nguyen, T. T. T., & Habók, A. (2021). Developing and validating a learner autonomy questionnaire in a Vietnamese context. Heliyon, 7(3), e06581. https://doi.org/10.1016/j.heliyon.2021.e06581
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28. https://doi.org/10.2307/329249
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Ritella, G., & Loperfido, F. F. (2021). Students’ self-organization of the learning environment during a blended knowledge creation course. Education Sciences, 11(10), 580. https://doi.org/10.3390/educsci11100580
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Syarifudin, A., Sanulita, H., Hajati, E. N., & Lumbantoruan, J. H. (2024). The impact of the blended learning model on student learning independence during the learning process. Journal of Education Technology, 8(1), 106-115. https://doi.org/10.23887/jet.v8i1.69311
Tran, T. T. P. (2023). Blended learning for Vietnamese-English specialized translation: An exploratory case study at a university in Vietnam. Journal of Language and Culture, 7(2), 218-232. 10.63506/jilc.0702.67
Tran, T. M. L. (2024). Blended learning in EFL classrooms at a Vietnamese university from students’ perspectives. International Journal of TESOL & Education, 4(2), 99-117. https://doi.org/10.54855/ijte.24426
Tran, N. C., & Le, X. M. (2021). EFL high school students’ perceptions of benefits and challenges of blended learning in reading lessons: A case in the Mekong Delta. International Academic Journal of Education & Literature, 2(5), 46-52. https://doi.org/10.47310/iajel.2021.v02i05.006
Xavier, M., & Meneses, J. (2022). Persistence and time challenges in an open online university: a case study of the experiences of first-year learners. International Journal of Educational Technology in Higher Education, 19(31), 1-17. https://doi.org/10.1186/s41239-022-00338-6
Bawden, D. (2008). Origins and concepts of digital literacy. In C. Lankshear, & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 17-32). Peter Lang Publishing.
Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://10.5281/zenodo.3778083
Bui, T. K. P., & Bui, T. V. A. (2023). Student satisfaction with blended learning: An online survey in a Vietnamese university. VNU Journal of Science: Education Research, 39(2). https://doi.org/10.25073/2588-1159/vnuer.4723
Cao, Y., Jeyaraj, J. J., & Razali, A. B. (2024). Challenges in promoting learner autonomy in blended learning: Perspectives from English as a Foreign Language teachers in China. International Journal of English Language Education, 12(2), 122-142. https://doi.org/10.5296/ijele.v12i2.22272
Chen, J. (2022). Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Education and Information Technologies, 27(9), 12337-12361. https://doi.org/10.1007/s10639-022-11125-1
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Erol, M. (2025). Digital citizenship education supported by blended learning in primary school. International Online Journal of Primary Education, 14(2), 15-31. https://doi.org/10.55020/iojpe.1661792
Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
Fadila, A. D., & Anastasia, F. (2024). Students’ perceptions of English blended learning during the new normal era. Datokarama English Education Journal, 5(1), 1-14. https://doi.org/10.24239/dee.v5i1.78
Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education 17(25), 1-19. https://doi.org/10.1186/s41239-020-00199-x.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold. https://doi.org/10.1037/h0083787
Gilster, P. (1997). Digital literacy. Wiley & Sons.
Gouëdard, P., B. P., & Viennet, R. (2020). Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers, 224, OECD Publishing, Paris. https://doi.org/10.1787/8e95f977-en
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (pp. 333-350). Routledge.
Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2019). Multivariate data analysis (8th ed.). Cengage.
Hannon, J., & Macken, C. (2014). Blended and online curriculum design toolkit. La Trobe.
Hoang, N. T. (2015). EFL teachers' perceptions and experiences of blended learning in a Vietnamese university (Doctoral dissertation, Queensland University of Technology).
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140. https://doi.org/10.28945/1968
Le, X. M., & Tran, N. C. (2023). BL in English reading lessons: Vietnamese high-school students’ voices. VietTESOL International Convention Proceedings, 3, 1-27. https://proceedings.viettesol.org.vn/index.php/vic/article/view/68
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29. https://doi.org/10.2167/illt040.0
Miller, J. Y. (2021). Digital literacy: The impact of a blended learning model on student motivation and achievement (Doctoral dissertation, Gardner-Webb University).
Ministry of Education and Training (MOET). (2020). National digital transformation program to 2025, orientation to 2030. Decision No. 749/QĐ-TTg, Prime Minister of Vietnam.
Mrajca, A., & Polok, K. (2021). The development of learners’ autonomy through blended learning activities. Asia-Pacific Journal of Educational Management Research, 6(2), 1-14. https://doi.org/10.21742/AJEMR.2021.6.2.01
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078.
Nguyen, T. H. L., Nguyen, T. T., Tran. D. S., & Nguyen, T. L., (2022). The effects of blended learning activities on reading comprehension performance for high school students in Vietnam. Ho Chi Minh University of Education Journal of Science, 19(10), 1639-1639. 10.54607/hcmue.js.19.10.3515(2022)
Nguyen, T. P. (2024). Applying blended learning in English lessons to develop high school students' competences in Viet Nam. VietTESOL International Convention Proceedings, 4, 18-28. https://proceedings.viettesol.org.vn/index.php/vic/article/view/126
Nguyen, T. P. L. (2022). Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors. HCMCOUJS-Social Sciences, 12(1), 63-78. https://doi.org/10.46223/HCMCOUJS.soci.en.12.1.2282.2022
Nguyen, T. T. T., & Habók, A. (2021). Developing and validating a learner autonomy questionnaire in a Vietnamese context. Heliyon, 7(3), e06581. https://doi.org/10.1016/j.heliyon.2021.e06581
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28. https://doi.org/10.2307/329249
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Ritella, G., & Loperfido, F. F. (2021). Students’ self-organization of the learning environment during a blended knowledge creation course. Education Sciences, 11(10), 580. https://doi.org/10.3390/educsci11100580
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Syarifudin, A., Sanulita, H., Hajati, E. N., & Lumbantoruan, J. H. (2024). The impact of the blended learning model on student learning independence during the learning process. Journal of Education Technology, 8(1), 106-115. https://doi.org/10.23887/jet.v8i1.69311
Tran, T. T. P. (2023). Blended learning for Vietnamese-English specialized translation: An exploratory case study at a university in Vietnam. Journal of Language and Culture, 7(2), 218-232. 10.63506/jilc.0702.67
Tran, T. M. L. (2024). Blended learning in EFL classrooms at a Vietnamese university from students’ perspectives. International Journal of TESOL & Education, 4(2), 99-117. https://doi.org/10.54855/ijte.24426
Tran, N. C., & Le, X. M. (2021). EFL high school students’ perceptions of benefits and challenges of blended learning in reading lessons: A case in the Mekong Delta. International Academic Journal of Education & Literature, 2(5), 46-52. https://doi.org/10.47310/iajel.2021.v02i05.006
Xavier, M., & Meneses, J. (2022). Persistence and time challenges in an open online university: a case study of the experiences of first-year learners. International Journal of Educational Technology in Higher Education, 19(31), 1-17. https://doi.org/10.1186/s41239-022-00338-6
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