In the current educational context, marked by ongoing evolution and the quest for innovative teaching methods that meet students' needs, Blended Learning (BL) emerges as a promising pedagogical strategy, particularly for language learning.
This study, conducted by researchers from various institutions in Ciudad Juárez, Chihuahua, Mexico, aims to explore how BL can enhance the learning of English as a second language in higher secondary education, also taking into account the influence of sociodemographic factors on the learning process.
Through the implementation of a quasi-experimental design that compares two groups of students—one subjected to BL and the other to traditional methods—over an academic semester, the research seeks not only to assess the effectiveness of BL but also to understand how elements such as socioeconomic level, family type, and the use of information and communication technologies (ICT) in English, among others, can affect academic performance in learning this language.
The study's conclusions highlight the advantages of BL over conventional teaching methods, showing a significant improvement in the academic performance of the experimental group. However, the analysis also reveals that, although the examined sociodemographic factors impact English learning, the effectiveness of BL transcends these variables, demonstrating its potential as a teaching method capable of adapting to different contexts and student needs.
This work invites deeper reflection on the importance of integrating technologies and innovative pedagogical methods into the classroom to effectively respond to the diversity and complexity of the current educational environment.
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How to cite: Alvarez-Castillo, E., Tarango, J., & González-Quiñones, F. (2022). Blended Learning y factores sociodemográficos en el aprendizaje del idioma inglés en educación media superior. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 277-303. https://doi.org/10.5944/ried.25.2.32299
