In the era of globalization, proficiency in a second language, particularly in English, has become an indispensable requirement for university graduates seeking to compete in the international job market.
In response to this challenge, the University of Santiago de Chile has embarked on the implementation of an innovative English Blended Learning program, encompassing 48 degree programs across eight faculties.
This program aims to develop linguistic and communicative competencies at an intermediate level by combining classroom lessons, academic tutoring, and a robust online platform.
The research conducted by Rodolfo Martinic Lenta, Sergio Urzúa Martínez, Ricardo Úbeda Menichetti, and Roxana Aranda Gengler provides a thorough evaluation of this program, analyzing its effectiveness from multiple perspectives and considering the perceptions of students, teachers, and coordinators involved.
The article not only highlights the program's strengths, such as the integration of digital technologies and the focus on communicative skills, but also identifies critical areas requiring attention to improve cohesion among its various pedagogical components.
Through detailed analysis and evidence-based suggestions, this study offers valuable insights into how foreign language teaching in the university context can be optimized to meet the expectations of a modern, comprehensive, and forward-looking education.
This work is not only relevant to academics and educators directly involved in language teaching but also provides critical insights for policymakers and curriculum innovators in higher education institutions aspiring to excellence in global education.
YOU CAN READ THE FULL ARTICLE HERE (have the article fully translated using the translator button at the top)
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How to cite: Martinic, R., Urzúa, S., Úbeda, R., & Aranda, R. (2019). Process evaluation of a university English blended learning program. RIED-Revista Iberoamericana de Educación a Distancia, 22(2), pp. 305-324. https://doi.org/10.5944/ried.22.2.23124
