BLENDED LEARNING AS AN ESL METHODOLOGY: HYBRIDIZING ONLINE AND FACE-TO-FACE INSTRUCTION IN POST-COVID CLASSROOMS

Madraximov Tulibay Abdukarimovich; Chenakkal Mohammed Ashraf

Authors

Madraximov Tulibay Abdukarimovich Uzbekistan state world languages university
Chenakkal Mohammed Ashraf University of Calicut, Kerala, India

Keywords:

blended learning, ESL methodology, learner autonomy, digital pedagogy, communicative teaching

Abstract

Blended learning has emerged as a crucial approach in English as a Second Language (ESL) teaching, particularly in the post-COVID educational arena. Rather than treating online and face-to-face instruction as separate ways, blended learning merges them into a cohesive pedagogical framework. This paper investigates blended learning as a methodology in ESL classrooms, adhering to theoretical perspectives and classroom-based experience. It explores how this approach promotes learner engagement, autonomy, and communicative competence. A small-scale classroom application is presented to illustrate its practical implementation. The findings signify that while students respond positively in terms of participation and independence, challenges such as maintaining continuous involvement in online components remain. The paper does argue that effective blended learning requires not only the use of technology but also careful pedagogical paradigm. It concludes that blended learning, when thoughtfully implemented, can enhance both the process and product of language learning in diverse ESL contexts.

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