Open AccessWhat linguistics advice on teaching English as a foreign language learning using blended learning system
Author(s) -
Husna Imro’athush Sholihah,
Ahmad Wahyu Hidayat,
Wawat Srinawati,
Abdul Wahab Syakhrani,
Khasanah Khasanah
Publication year - 2021
Publication title -
linguistics and culture review
Language(s) - English
Resource type - Journals
ISSN - 2690-103X
DOI - 10.21744/lingcure.v5n1.1620
Subject(s) - active listening , blended learning , computer science , college english , reading (process) , applied linguistics , mathematics education , coding (social sciences) , field (mathematics) , psychology , linguistics , educational technology , sociology , social science , philosophy , communication , mathematics , pure mathematics
Although many studies on blended have been done, very few have studied what linguists advise about teaching English as a foreign language using blended learning-based teaching methods and systems. So, we have collected as much data as possible and began to study it with a phenomenological approach. We get the data by searching electronic engines in well-known journals that discuss the issue of Learning English with a blended teaching system. Because this is a data review study, we focus on the field data evidence published between 2010 and 2021. The data sources include Elsevier journal publications, Google Books, Sage, ERIC, and other national publications. After a series of studies involving in-depth evaluation and coding systems, we can finally conclude our findings with valid and reliable principles, which include, among other things, that mixed teaching allows students to learn all English skills, including writing, listening, speaking, and reading. It is divided into face-to-face and online stages, and both practices listening well to each other, and they can balance the two learning models.