Christopher P. Johnson, D. M. (2014). Blended Language Learning: An Effective Solution but not Without Its Challenges. Higher Learning Research Communications, 4(3), 23–41.
This study explores conclusions from its first phase and identifies effective and appropriate best practice blended learning models. The study reflects changes in demands on and attitudes of students and teachers resulting from the introduction of technology into instructional styles, methodologies, and approaches. Some of the teachers in the study have become confident that the technology is not meant to replace them in the classroom and have begun to see it as a support for them. There is an emphasis on making the best use of classroom time, rather than trying to teach all requirements of courses in the classroom. The study also looks at the personal capacity required for students to take on a more autonomous role in a blended environment and discusses the importance of motivation, confidence and active participation. The authors state that the time and effort that university students spend gaining skills in EFL have critical impact on their success in learning the language. The same seems to be true for adult immigrants in settlement language programs.