Hostname: page-component-cb9f654ff-qc88w Total loading time: 0 Render date: 2025-08-18T11:48:41.282Z Has data issue: false hasContentIssue false
  • English
  • Français

Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019

Published online by Cambridge University Press:  13 January 2022

Rui Li Open the ORCID record for Rui Li [Opens in a new window]
Rui Li*
Affiliation:
Hunan University, China (liruidianzi@hotmail.com)
Get access Rights & Permissions [Opens in a new window]

Abstract

This study aims to synthesize research trends of blended language learning studies over the past two decades, from 2000 to 2019. Data were collected from the Web of Science, and a total of 60 SSCI-indexed journal articles were retrieved for bibliometric synthesis. Drawing on the revised technology-based learning model, participants, learning strategies, research methods, research foci, adopted technologies, and application effectiveness, advantages, and challenges were addressed. The findings demonstrated that publications were increasing rapidly, and that most articles were published in computer-assisted language learning, educational technology, and applied linguistic journals. The most common target language was English as a foreign language, and the most common learners were college students. In most studies, technologies were mainly used for the purposes of practice or exercises. Mixed, quantitative, and qualitative methods were frequently adopted, with a particular eye on the experiment design, questionnaires, and other specific methods in the second decade. Productive language skills, along with autonomy, satisfaction, and motivation, were major research foci. Language management systems and computer and web-based applications were frequently adopted technologies. Findings of application effectiveness, advantages, and challenges were summarized.

Keywords

blended language learningtechnology-based learning modelbibliometric analysisCALL

Information

Type
Research Article
Information
ReCALL , Volume 34 , Issue 3 , September 2022 , pp. 309 - 326
Check for updates
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Adair-Hauck, B., Willingham-McLain, L. & Youngs, B. E. (2000) Evaluating the integration of technology and second language learning. CALICO Journal, 17(2): 296–306. https://doi.org/10.1558/cj.v17i2.269-306 Google Scholar
Akpakwu, G. A., Silva, B. J., Hancke, G. P. & Abu-Mahfouz, A. M. (2018) A survey on 5G networks for the internet of things: Communication technologies and challenges. IEEE Access, 6: 3619–3647. https://doi.org/10.1109/ACCESS.2017.2779844 CrossRefGoogle Scholar
Biernacki, P. & Waldorf, D. (1981) Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10(2): 141–163. https://doi.org/10.1177/004912418101000205 CrossRefGoogle Scholar
Chang, C.-Y., Lai, C.-L. & Hwang, G.-J. (2018) Trends and research issues of mobile learning studies in nursing education: A review of academic publications from 1971 to 2016. Computers & Education, 116: 28–48. https://doi.org/10.1016/j.compedu.2017.09.001 CrossRefGoogle Scholar
Cheung, S. K. S. & Wang, F. L. (2019) Blended learning in practice: Guest editorial. Journal of Computing in Higher Education, 31(2): 229–232. https://doi.org/10.1007/s12528-019-09229-8 CrossRefGoogle Scholar
Chung, C.-J., Lai, C.-L. & Hwang, G.-J. (2021) Roles and research trends of flipped classrooms in nursing education: A review of academic publications from 2010 to 2017. Interactive Learning Environments, 29(6): 883–904. https://doi.org/10.1080/10494820.2019.1619589 CrossRefGoogle Scholar
Colpaert, J. (2012) The “publish and perish” syndrome. Computer Assisted Language Learning, 25(5): 383–391. https://doi.org/10.1080/09588221.2012.735101 CrossRefGoogle Scholar
Colpaert, J. (2016) Big content in an educational engineering approach. Journal of Technology and Chinese Language Teaching, 7(1): 1–14. http://tclt.us/journal/2016v7n1/colpaert.pdf Google Scholar
Cook, D. A. & Hatala, R. (2015) Got power? A systematic review of sample size adequacy in health professions education research. Advances in Health Sciences Education, 20(1): 73–83. https://doi.org/10.1007/s10459-014-9509-5 CrossRefGoogle Scholar
Cuesta Medina, L. (2018) Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1): 42–56. https://doi.org/10.14742/ajet.3100 CrossRefGoogle Scholar
De George-Walker, L. & Keeffe, M. (2010) Self-determined blended learning: A case study of blended learning design. Higher Education Research & Development, 29(1): 1–13. https://doi.org/10.1080/07294360903277380 CrossRefGoogle Scholar
Drysdale, J. S., Graham, C. R., Spring, K. J. & Halverson, L. R. (2013) An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17: 90–100. https://doi.org/10.1016/j.iheduc.2012.11.003 CrossRefGoogle Scholar
Duman, G., Orhon, G. & Gedik, N. (2015) Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2): 197–216. https://doi.org/10.1017/S0958344014000287 CrossRefGoogle Scholar
Dziuban, C. D., Hartman, J. L. & Mehaffy, G. L. (2014) Blending it all together. In Picciano, A. G., Dziuban, C. D. & Graham, C. R. (eds.), Blended learning: Research perspectives: Volume 2. New York: Routledge, 325–337.Google Scholar
Fresen, J. W. (2018) Embracing distance education in a blended learning model: Challenges and prospects. Distance Education, 39(2): 224–240. https://doi.org/10.1080/01587919.2018.1457949 CrossRefGoogle Scholar
Fu, Q.-K. & Hwang, G.-J. (2018) Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119: 129–143. https://doi.org/10.1016/j.compedu.2018.01.004 CrossRefGoogle Scholar
Garrett, N. (2009) Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93(s1): 719–740. https://doi.org/10.1111/j.1540-4781.2009.00969.x CrossRefGoogle Scholar
Garrison, D. R. (2009) Blended learning as a transformative design approach. In Rogers, P. L., Berg, G. A., Boettcher, J., Howard, C., Justice, L. & Schenk, K. D (eds.), Encyclopedia of distance learning: Second edition (Vol. 1). Hershey: Idea Group Inc Global, 200–204. https://doi.org/10.4018/978-1-60566-198-8.ch028 CrossRefGoogle Scholar
Grgurović, M. (2017) Blended language learning: Research and practice. In Chapelle, C. A. & Sauro, S. (eds.), The handbook of technology and second language teaching and learning. Hoboken: John Wiley & Sons, 149–168. https://doi.org/10.1002/9781118914069.ch11 CrossRefGoogle Scholar
Gruba, P. & Hinkelman, D. (2012) Blending technologies in second language classrooms. New York: Palgrave Macmillan. https://doi.org/10.1057/9780230356825 CrossRefGoogle Scholar
Güzer, B. & Caner, H. (2014) The past, present and future of blended learning: An in depth analysis of literature. Procedia - Social and Behavioral Sciences, 116: 4596–4603. https://doi.org/10.1016/j.sbspro.2014.01.992 CrossRefGoogle Scholar
Harmer, J. (2007) The practice of English language teaching (4th ed.). Harlow: Longman.Google Scholar
Hinkelman, D. (2018) Blending technologies in second language classroom (2nd ed.). New York: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53686-0 CrossRefGoogle Scholar
Hinkelman, D. & Gruba, P. (2012) Power within blended language learning programs in Japan. Language Learning & Technology, 16(2): 46–64. https://www.lltjournal.org/item/2772 Google Scholar
Hsu, Y.-C., Ho, H. N. J., Tsai, C.-C., Hwang, G.-J., Chu, H.-C., Wang, C.-Y. & Chen, N.-S. (2012) Research trends in technology-based learning from 2000 to 2009: A content analysis of publications in selected journals. Educational Technology & Society, 15(2): 354–370. https://drive.google.com/open?id=10DKYoSOXhzj4EirHBTUPBzfgMO__JX3E Google Scholar
Huang, Q. (2019) Comparing teacher’s roles of F2f learning and online learning in a blended English course. Computer Assisted Language Learning, 32(3): 190–209. https://doi.org/10.1080/09588221.2018.1540434 CrossRefGoogle Scholar
Hwang, G.-J. & Fu, Q.-K. (2019) Trends in the research design and application of mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4): 567–581. https://doi.org/10.1080/10494820.2018.1486861 CrossRefGoogle Scholar
Hwang, G.-J. & Tsai, C.-C. (2011) Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4): E65–E70. https://doi.org/10.1111/j.1467-8535.2011.01183.x CrossRefGoogle Scholar
Kim, D. & Kim, D.-J. (2012) Effect of screen size on multimedia vocabulary learning. British Journal of Educational Technology, 43(1): 62–70. https://doi.org/10.1111/j.1467-8535.2010.01145.x CrossRefGoogle Scholar
Lee, S. H. & Muncie, L. J. (2006) From receptive to productive: Improving ESL learners’ use of vocabulary in a postreading composition task. TESOL Quarterly, 40(2): 295–320. https://doi.org/10.2307/40264524 CrossRefGoogle Scholar
Li, R. (2021a) Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? SAGE Open, 11(1): 1–12. https://doi.org/10.1177/21582440211003092 Google Scholar
Li, R. (2021b) Foreign language reading anxiety and its correlates: A meta-analysis. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-021-10213-x CrossRefGoogle Scholar
Li, R., Meng, Z., Tian, M., Zhang, Z. & Xiao, W. (2021) Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: The roles of learner and contextual factors. Computer Assisted Language Learning, 34(4): 483–505. https://doi.org/10.1080/09588221.2019.1619585 CrossRefGoogle Scholar
Li, R., Meng, Z., Tian, M., Zhang, Z., Ni, C. & Xiao, W. (2019) Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China. Computer Assisted Language Learning, 32(7): 784–804. https://doi.org/10.1080/09588221.2018.1540433 CrossRefGoogle Scholar
Li, R., Zhang, Z. & Ni, C. (2017) The impact of world knowledge on the processing of Mandarin possessive reflexive zijide . Journal of Psycholinguistic Research, 46(3): 597–615. https://doi.org/10.1007/s10936-016-9456-9 CrossRefGoogle ScholarPubMed
Li, R., Zhang, Z., Ni, C., Xiao, W., Wei, J. & Dai, H. (2018) Examining the functional category in Chinese–English code-switching: Evidence from the eye-movements. Journal of Psycholinguistic Research, 47(1): 1–28. https://doi.org/10.1007/s10936-017-9513-z CrossRefGoogle ScholarPubMed
Lin, H.-C. & Hwang, G.-J. (2019) Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8): 1011–1027. https://doi.org/10.1080/10494820.2018.1467462 CrossRefGoogle Scholar
Méndez, J. A. & González, E. J. (2010) A reactive blended learning proposal for an introductory control engineering course. Computers & Education, 54(4): 856–865. https://doi.org/10.1016/j.compedu.2009.09.015 CrossRefGoogle Scholar
Milanese, S. F., Grimmer-Somers, K., Souvlis, T., Innes-Walker, K. & Chipchase, L. S. (2014) Is a blended learning approach effective for learning in allied health clinicians? Physical Therapy Reviews, 19(2): 86–93. https://doi.org/10.1179/1743288X13Y.0000000113 CrossRefGoogle Scholar
Ng, W. (2012) Can we teach digital natives digital literacy? Computers & Education, 59(3): 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016 CrossRefGoogle Scholar
Owston, R. D., Sinclair, M. & Wideman, H. (2008) Blended learning for professional development: An evaluation of a program for middle school mathematics and science teachers. Teachers College Record, 110(5): 1033–1064.CrossRefGoogle Scholar
Pan, L. (2015) English as a global language in China: Deconstructing the ideological discourses of English in language education. Switzerland: Springer. https://doi.org/10.1007/978-3-319-10392-1 CrossRefGoogle Scholar
Probert, E. (2009) Information literacy skills: Teacher understandings and practice. Computers & Education, 53(1), 24–33. https://doi.org/10.1016/j.compedu.2008.12.018 CrossRefGoogle Scholar
Shadiev, R., Hwang, W.-Y. & Huang, Y.-M. (2017) Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4): 284–303. https://doi.org/10.1080/09588221.2017.1308383 CrossRefGoogle Scholar
Smyth, S., Houghton, C., Cooney, A. & Casey, D. (2012) Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32(4): 464–468. https://doi.org/10.1016/j.nedt.2011.05.014 CrossRefGoogle ScholarPubMed
So, H.-J. & Brush, T. A. (2008) Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1): 318–336. https://doi.org/10.1016/j.compedu.2007.05.009 CrossRefGoogle Scholar
Spring, K. J. & Graham, C. R. (2017) Blended learning citation patterns and publication networks across seven worldwide regions. Australasian Journal of Educational Technology, 33(2): 24–50. https://doi.org/10.14742/ajet.2632 Google Scholar
Turan, Z. & Akdag-Cimen, B. (2020) Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117 CrossRefGoogle Scholar
Vo, H. M., Zhu, C. & Diep, N. A. (2017) The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53: 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002 CrossRefGoogle Scholar
Wang, N., Chen, J., Tai, M. & Zhang, J. (2021) Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 34(3): 297–323. https://doi.org/10.1080/09588221.2019.1607881 CrossRefGoogle Scholar
Wang, Y., Han, X. & Yang, J. (2015) Revisiting the blended learning literature: Using a complex adaptive systems framework. Educational Technology & Society, 18(2): 380–393. https://drive.google.com/open?id=1WXHha-8qtYWjh7QvB-KWe_PZDGnUiBwF Google Scholar
Xie, H., Chu, H.-C., Hwang, G.-J. & Wang, C.-C. (2019) Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers & Education, 140: 1–16. https://doi.org/10.1016/j.compedu.2019.103599 CrossRefGoogle Scholar
Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q. & Warschauer, M. (2020) Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. British Journal of Educational Technology, 51(1): 211–227. https://doi.org/10.1111/bjet.12797 CrossRefGoogle Scholar
Zibin, A. & Altakhaineh, A. R. M. (2019) The effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanian learners of English as a foreign language. Journal of Computer Assisted Learning, 35(2): 256–267. https://doi.org/10.1111/jcal.12327 CrossRefGoogle Scholar
Supplementary material: File

Li supplementary material

Li supplementary material

Download Li supplementary material(File)
File 29.2 KB