Benefits and Challenges of Blended Learning Implementation: Perspectives from Vietnamese EFL Students

This study investigates the implementation of blended learning in English language education at Hanoi Open University, Vietnam, focusing on student perceptions, benefits, and challenges. Blended learning, which integrates traditional face-to-face instruction with online learning components, has gained increasing relevance in higher education, particularly in English as a Foreign Language instruction. However, its effectiveness in the Vietnamese context remains underexplored. Using a mixed-methods approach, data was collected from 495 second-year English majors who had completed a 315-hour foundational English programme through blended learning. The research employed questionnaires and semi-structured interviews to gather comprehensive insights into their experiences. Findings revealed that 83.2% of participants valued the flexibility of blended learning, while 78.6% appreciated enhanced access to online resources. However, significant challenges emerged, including technical issues (31.9%) such as unstable internet connections and platform navigation difficulties, and time management difficulties (28.1%), particularly among students unfamiliar with learning structures that require autonomy. Analysis of skills development showed varied improvements across language competencies, with reading showing the highest improvement (52.1%), followed by grammar and writing. Speaking and pronunciation remained the most challenging areas due to limited real-time interaction and feedback. The study found strong correlation between self-regulated learning and overall satisfaction (r = 0.72, p < .01), suggesting that students with higher autonomy and digital proficiency tend to perform better in blended environments. These findings provide valuable insights for educators, administrators, and policymakers in optimising blended learning approaches in Vietnamese higher education, with particular emphasis on the need for enhanced technical support, structured speaking activities, and faculty training to improve instructional effectiveness. Future research should explore longitudinal impacts and innovative pedagogical strategies to further enhance blended learning in English as a Foreign Language contexts.

https://doi.org/10.64233/PJPP5359