The Practice of Blended Learning in Vietnam: A Case of Private English Language Institute

Abstract

In recent years, the term “Blended Learning” is no longer a novelty in education in Vietnam. In universities and institutions nationwide, the combination of face-to-face and online-based learning and teaching has been implemented in various subjects, which sparks the interest of researchers, educators, and teachers. While some studies have examined the benefits as well as challenges of blended learning in higher education, little research has been done to investigate the perceptions of students and teachers towards blended learning and flipped classrooms at high school level in private English language institutes. Given the difference in learners’ autonomy and cognitive ability between high school students and university students, the current paper explored the former group of students and their teachers’ overall perceptions of blended learning at a private English language institute in which the groups of students are given more guidance and teachers’ support than university students. To be specific, each lab session which is followed by a face-to-face lesson with interactive activities is supported by a lab coach. Through questionnaires and interviews, insights into students' and teachers’ perceived benefits and challenges of blended learning at the high school level have been revealed. While some acknowledged the benefits of blended learning, some students and teachers required more innovative activities to compensate for the limitations of blended learning.