The study developed by Edgar Alvarez-Castillo, Javier Tarango, and Fidel González-Quiñones presents a rigorous analysis of the effectiveness of Blended Learning (BL) in English language teaching, incorporating an innovative dimension by examining the influence of sociodemographic factors on academic performance.
This research, conducted in public high school institutions in Ciudad Juárez, Chihuahua, constitutes a significant contribution to the field of second language teaching and educational technology in border contexts.
The implemented methodology stands out for its quasi-experimental design, which allowed comparing the performance of an experimental group (n=50) under the BL model with a control group (n=42) under traditional methodology.
The quantitative results show a statistically significant difference in academic achievement, with a mean of 96.20 for the experimental group compared to 88.33 for the control group. This finding confirms the potential of the hybrid model as a catalyst for learning, particularly relevant in the current context where educational institutions face the challenge of effectively integrating information and communication technologies into their educational processes.
The study transcends conventional comparative analysis by incorporating sociodemographic variables such as socioeconomic level, family structure, previous exposure to the English language, and technological usage patterns. The researchers identify significant correlations between these factors and academic performance, particularly highlighting how the presence of English speakers in the family environment and the time of exposure to English content through digital technologies represent predictive variables of academic success.
This multifactorial approach offers a valuable perspective for designing contextualized educational interventions that recognize the heterogeneity of sociocultural conditions in which second language learning develops, especially in border regions characterized by complex linguistic and cultural dynamics.
---
How to Cite: Alvarez-Castillo, E., Tarango, J., & González-Quiñones, F. (2022). Blended Learning and Sociodemographic Factors in Learning English as a Second Language in High School Education. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 277–303. https://doi.org/10.5944/ried.25.2.32299
