Effectiveness of Blended Learning in Enhancing EFL Instruction in Indonesian Higher Education

Authors

  • Sri Yunia Sulastri Master Program, Faculty of Language, Arts and Culture, Yogyakarta State University, Indonesia Author

Keywords:

Blended Learning, EFL Education, Student Engagement, Instructional Effectiveness

Abstract

Blended learning has emerged as a prominent instructional strategy in English as a Foreign Language (EFL) education, particularly in Indonesian higher education where digital technologies are increasingly incorporated into teaching and learning processes. This study examines the influence of blended learning on students’ perceptions, engagement levels, language proficiency, technological usage, encountered challenges, and overall academic performance. A quantitative research design with a quasi-experimental approach was employed, involving 210 undergraduate EFL students from three universities in Indonesia. Data were gathered using structured Likert-scale questionnaires along with pre-test and post-test assessments. Both descriptive and inferential statistical techniques were applied to analyze the data. The results indicate that students demonstrate highly positive perceptions of blended learning, especially in terms of flexibility, accessibility, and interactivity. Engagement levels were significantly higher than those observed in conventional classroom environments (p < 0.05). Additionally, improvements were observed across all language skills, supported by increased digital literacy. Although some challenges related to internet connectivity and technical constraints were identified, these issues were moderate in nature. Overall, the findings suggest that blended learning is an effective approach for enhancing EFL learning outcomes when implemented with appropriate pedagogical strategies and sufficient technological support.

References

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Published

2026-03-30

Issue

Vol. 1 No. Issue 1 (2026)

Section

Articles

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This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).