BLENDED LEARNING IN THE ENGLISH FOR SPECIFIC PURPOSES (ESP) CONTEXT

• Dildora Tukhtakulova

  Author

Blended learning has become an increasingly popular approach in English for Specific Purposes (ESP) instruction due to its ability to combine the strengths of face-to-face teaching with the flexibility of online learning. Drawing on the works of Sharma (2010), Tomlinson (2019), and Mulyadi et al. (2020), this paper discusses the key definitions, pedagogical advantages, challenges, and practical applications of blended learning in the ESP context. The findings show that blended learning promotes learner autonomy, flexibility, and engagement while enhancing authentic communication opportunities. However, successful implementation depends on teacher readiness, institutional support, and effective course design. The paper concludes that blended learning is not only a teaching method but also a pedagogical philosophy that can transform ESP classrooms into interactive, learner-centered environments.

Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204–219.

Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456–458.

Tomlinson, B. (2019). Blended learning: The future of ELT? In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Wiley.

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