Volume 06 - Issue 1 Is it worth it? Instructor perceptions of a university-wide transformation to blended language learning

Is it worth it? Instructor perceptions of a university-wide transformation to blended language learning

Repository record updated on:
April 2, 2026, 8:17 p.m.
Database record updated on:
April 2, 2026, 9:56 p.m.
Last Harvested on:
April 2, 2026, 9:56 p.m.
access-status:
open.access
bitstream:
['https://scholarspace.manoa.hawaii.edu/bitstreams/2184784a-a750-4440-a72c-f6047edc41e4/download']
bitstream_txt:
['https://scholarspace.manoa.hawaii.edu/bitstreams/6cd3f21a-e6bf-4ecc-8450-ea33290add18/download']
collection:
Volume 06 - Issue 1
contributor.author:
Schenker, Theresa Méndez-Seijas, Jorge Thompson, Andrea Goren, Shiri
date.accessioned:
2026-04-02T20:16:04Z
date.available:
2026-04-02T20:16:04Z
date.issued:
2026-04-01
description.abstract:
Blended language learning (BLL), an instructional model that counterbalances face-to-face tasks and asynchronous online tasks, enhances language development by providing learners with a wide variety of engagement possibilities that are difficult to offer through monomodal methods. The effectiveness of BLL, as has been noted in the literature, depends greatly on the positive perceptions and support of stakeholders, including instructors. To further tap into the perceptions of instructors, a population that has received relatively little attention in scientific research about BLL , the current study analyzed data from 29 language faculty members across ten different programs: American Sign Language, Modern Greek, Hebrew, Italian, Turkish, Portuguese, Arabic, German, Chinese, and Spanish. All participants were involved in a university-wide transition from exclusively face-to-face instruction to BLL. The results reveal strong support from most instructors, most of whom judged BLL to be effective for enhancing students' learning. The primary reasons for their positive perceptions include the model’s flexibility, the possibility of individualized and self-paced learning, and the added opportunities for personalized feedback. Additionally, instructors noted that BLL positively impacts students’ and instructors’ mental health by providing a break from traditional in-person instruction.
endingpage:
69
identifier.citation:
Schenker, T., Méndez-Seijas, J., Thompson, A. & Goren, S. (2026). Is it worth it? Instructor perceptions of a university-wide transformation to blended language learning. Second Language Research & Practice, 6(1), 50–69. https://hdl.handle.net/10125//69903
identifier.issn:
2694-6610
identifier.uri:
https://hdl.handle.net/10125/69903
llt.topic:
Sustainable Working Conditions
number:
1
publicationname:
Second Language Research & Practice
publisher:
University of Hawaii National Foreign Language Resource Center (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Resources in Culture, Language, and Literacy; Second Language Teaching and Resource Center)
site_url:
/item/436
startingpage:
50
subject:
Blended Learning Instructors Higher Education Asynchronous Language Learning
title:
Is it worth it? Instructor perceptions of a university-wide transformation to blended language learning
type:
Article
type.dcmi:
Text
volume:
6