Review Article
Ziying Peng, Arumugam Raman
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep631
ABSTRACT
Aim: This systematic literature review (SLR) critically examines the impact of blended learning (BL) in English as a foreign language (EFL) education, with a focus on methodological rigor and research gaps.
Background: Although previous reviews have underscored the advantages of BL for EFL learners, many have been limited in scope, focused on narrow outcome measures, or insufficient methodological clarity. This review updates and extends earlier work by integrating studies published from 2020-2025, while assessing the methodological robustness of included studies.
Design: SLR following preferred reporting items for systematic reviews and meta-analyses guidelines.
Methods: Peer-reviewed articles published from January 2020 to April 2025 were identified through Scopus, Web of Science, and China national knowledge infrastructure. Inclusion criteria required interventions involving BL with EFL students, comparison groups, and reported learning outcomes. Methodological quality was evaluated using the mixed methods appraisal tool.
Results: Thirty studies met the inclusion criteria. Findings suggest that BL exerts beneficial effects across five key areas: academic performance, learning engagement and motivation, learner autonomy, psychological well-being, and learning satisfaction. However, overreliance on quasi-experimental designs, convenience sampling, and short intervention durations undermines generalizability. Few studies explored mental health and critical thinking outcomes.
Conclusions: BL has shown promising results in EFL contexts, but stronger empirical designs are needed. Future research should focus on randomized controlled trials, cross-regional studies, and theoretical grounding to ensure a robust evidence base. Educators are encouraged to incorporate BL strategically to foster improvements in writing skills and critical thinking.
Keywords: blended learning, EFL education, EFL students, systematic literature review
Research Article
Duygu Ispinar Akcayoglu, Gokce Dislen Daggol
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 416-429
ABSTRACT
Media literacy is defined as the ability to encode and decode the symbols transmitted via media and to synthesize, analyze and produce mediated messages. Media literacy raises questions about the impact of media and technology, which has the potential to increase individuals’ awareness about the effects of media on daily life. The aim of media literacy is to help students become competent, critical and literate in media forms because they need to interpret what they see or hear and prevent the interpretation from controlling them. Therefore, perceptions of students about their media literacy is a topic that requires attention at various education levels. The present study aimed to identify preparatory year program students’ self-perceptions about media literacy and to explore whether they benefited from mass media in learning a foreign language, English in this context. Data were collected using Media Literacy Level Determination Scale developed by Karatas (2008). Open-ended questions that aimed to reveal students’ perceptions of media literacy were asked with a view to supporting the data obtained from the scale. Both data collection tools also aimed to find out the factors associated with media literacy. The findings of the study are believed to open a perspective for the stakeholders in language teaching process by providing insight into the university students’ stance towards media literacy.
Keywords: Media literacy, EFL students, Higher education, Preparatory school