BLENDED LEARNING IN LANGUAGE TEACHER TRAINING: BRIDGING ONLINE AND OFFLINE PRACTICES FOR ENHANCED PEDAGOGICAL OUTCOMES
Keywords:
Blended learning, language teacher training, online education, offline teaching, ICT in education, pedagogical interactionAbstract
Blended learning has emerged as a transformative approach to education, combining online and offline methodologies to maximize pedagogical effectiveness. This article examines the role of blended learning in language teacher training, focusing on its capacity to enhance interactional competencies, digital fluency, and flexibility in teaching contexts. Drawing on studies by Jiang et al. (2021), Sharma (2021), and Roshan Akram and Gnanamuttu (2021), alongside findings from research conducted in Uzbekistan, the study highlights the benefits and challenges of online and offline teaching modalities and how a hybrid approach can address these limitations. The findings advocate for greater adoption of blended models, offering practical insights and recommendations for integrating digital tools into teacher education programs.
References
• Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass.
• Jiang, M., Wang, H., & Zhao, G. (2021). The effect of the online and offline blended teaching mode on English as a foreign language learners’ listening performance in a Chinese context. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.742742
• Roshan Akram, M., & Gnanamuttu, L. A. (2021). A comparative study of teaching grammar in online and offline classes. ResearchGate.
• Sharma, R. K. (2021). Critical analysis of online and offline teachers training. Academia.edu.
• Safarova, M. (2024). Approaches and methods for teaching the interactional aspect of pedagogical discourse in blended learning, Perspectives of philology and practical possibilities of teaching foreign languages, Gulistan state university, October 16-17, 2024
