Learning Support in Blended Language Teaching and the Achievement of Key Competencies
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss3/Pt1.1855Keywords:
Developing key competencies, learning support mechanisms, blended learning, self-directed learning, teamwork.Abstract
Despite extensive research on blended teaching in higher education, limited attention has been given to how learning support mechanisms facilitate key competency development. This study examines how four types of learning support—resource, community-based, process and tool, and emotional support—contribute to competency development in a blended English language course. Based on the “Five-Stage Learning, Four-Stage Support” model grounded in the Production-Oriented Approach, data were collected from 227 engineering undergraduates through questionnaires, semi-structured interviews, and classroom observations. Findings indicate improvements in four competencies: professional English proficiency, self-regulated learning, collaborative teamwork, and communicative problem solving. Multiple regression analysis showed that community-based support was the strongest predictor of competency achievement (β = 0.593, p < 0.001), while process support (β = 0.195, p < 0.01) and resource support (β = 0.194, p < 0.01) had more modest effects. Results suggest that competency development depends primarily on peer interaction and teacher-guided engagement rather than digital resources alone.
Downloads
References
Aajami, R. F. (2026). Adopting Cognitive Linguistics in Selecting the Prepositions ’ Among, Beneath and Through’ in the English Language. Wasit Journal for Human Sciences, 22(1), 1322-1306. https://doi.org/10.31185/wjfh.Vol22.Iss1.1423
Al-Araji, A. H. (2026). Effective Classroom Strategies to Reduce Speaking Anxiety:A Gender-Based Study among Iraqi EFL Students. Wasit Journal for Human Sciences, 22(1), 1305-1287. https://doi.org/10.31185/wjfh.Vol22.Iss1.1414
Al-Chaqmaqchi, O. M. S. A. . (2026). Digital-Assisted Transltion and Vocabulary Retention for EFL Undergraduate Learners. Wasit Journal for Human Sciences, 22(1), 1351-1342. https://doi.org/10.31185/wjfh.Vol22.Iss1.1466
Ali , Z. A. (2025). Critical review of the English book “ New Headway-Beginner ” as a curriculum for Iraqi EFL learners’ non-departmental undergraduates. Wasit Journal for Human Sciences, 21(4), 1317-1303. https://doi.org/10.31185/wjfh.Vol21.Iss4.1260
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., ... & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 1525-1541.
Charistos, N. D., & Sigalas, M. P. (2011). Design, development and implementation of a technology enhanced hybrid course on molecular symmetry: Students' outcomes and attitudes. Chemistry Education Research and Practice, 12(4), 454-468.
Cronje, J. (2020). Towards a new definition of blended learning. Electronic journal of e-Learning, 18(2), pp114-121.
Draffan, E. A., & Rainger, P. (2013). A model for the identification of challenges to blended learning. In Approaches to developing accessible learning experiences (pp. 55-67). Routledge.
Fang, F. (2022). The Application of Diversified Blended Models in Teaching British and American Culture Based on Big Data Analysis. Scientific Programming, 2022(1), 2190032.
Hannoon, T. M. (2022). The Effectiveness of Training on Some Self-Regulated Learning Strategies in Improving Self-Efficacy and Academic Performance in the English Language. (Humanities, social and applied sciences) Misan Journal of Academic Studies, 21(44), 319-331. Retrieved from https://www.misan-jas.com/index.php/ojs/article/view/393
Kong, A., & Teng, M. F. (2023). The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers. Applied Linguistics Review, 14(2), 297-328.
Kong, W., Li, D., & Guo, Q. (2024). Research on flipped classrooms in foreign language teaching in higher education. Humanities and Social Sciences Communications, 11(1), 1-14.
Li, X. (2017). A blended learning model of English teaching methodology course guided by constructivism. International Journal of Continuing Engineering Education and Life Long Learning, 27(1-2), 101-110.
Lingling, L. (2024). Research on the Application of the New Blended Teaching Model Based on Virtual Simulation Technology in Foreign Language Teaching. Journal of Critical Studies in Language and Literature, 5(2), 22-31.
Liu, M., Zhao, G., Zhong, Z., Ma, J., & Wang, W. (2024). Theoretical foundations for blended learning. Handbook of educational reform through blended learning, 1.
Nie, H. (2023). College English teaching reform and innovative methods under the new media platform based on the IoT. Entertainment Computing, 47, 100578.
Obaida Chaqmaqchee, A. L., & Omar Abbas Naithel, L. D. ( 2025 ) . Artificial Intelligence in English Language Education in Iraq: A Review study of Interventions and Perceptions. Wasit Journal for Human Sciences, 21(3), 1147-1124. https://doi.org/10.31185/wjfh.Vol21.Iss3.1019
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 44-65.
Shaojie, L. (2021). A Study on Strategies for Postgraduates of Foreign Language Majors and Non-Foreign Language Majors from the Concept of Outcome-Based Education. In 2021 International Conference on Internet, Education and Information Technology (IEIT) (pp. 626-631). IEEE.
Stephan, M., Markus, S., & Gläser-Zikuda, M. (2019). Students' achievement emotions and online learning in teacher education. In Frontiers in education (Vol. 4, p. 109).
Tran, T. T. (2023). Online-merge-offline model for distance learning in English language education: A case study. Vietnam Journal of Education, 215-226.
Wainwright, S. (2011). Blended Learning in Higher Education: Framework, Principles, and Guidelines.
Wei, H. C., Lin, Y. H., & Chang, L. H. (2023). The effectiveness of a blended learning-based life design course: implications of instruction and application of technology. SN computer science, 4(4), 360.
Xiong, X., Yu, X., & Xu, Y. (2024). Study based on blended learning design and effect assessment under the concept of OBE. International Journal of New Developments in Education, 6(9).
Yang, H., & Wang, J. (2023). An online teaching process monitoring method of MOOC platform based on video recognition. International Journal of Continuing Engineering Education and Life Long Learning, 33(2-3), 149-163. https://doi.org/10.1504/IJCEELL.2023.129203
Zheng, L., & Lee, K. C. (2023). Examining the effects of “small private online course and flipped-classroom”-based blended teaching strategy on first-year english-major students’ achievements. Sustainability, 15(21), 15349.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rafah Mazban Badan
This work is licensed under a Creative Commons Attribution 4.0 International License.
