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A Review of Key Challenges in Blended Learning in Second Language Education
ZHANG Linling
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DOI:10.17265/2161-623X/2026.05.008
Chongqing Technology and Business University, Chongqing, China
Blended learning, an educational approach integrating traditional classroom face-to-face instruction with online resources, has been extensively practised worldwide in second language education. Compared with the plentiful studies on the strategies and effectiveness of blended learning in L2 education, much less attention has been paid to the key challenges confronted by instructors and learners in various settings. This study investigates and makes a systematic review of the key challenges in blended learning in the broad L2 contexts by examining the related literature. The review of 89 most related literature revealed four key challenges that were identified by these previous studies reported in the journal articles and book chapters. The findings contribute to the existing knowledge about the existing and potential obstacles and difficulties in blended learning in L2 education. The study also draws practitioners’ attention to professional development with regard to digital and technological literacy and the need for institutional and policy support.
key challenges, blended learning, second language education
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