This article analyzes the methodological foundations of blended learning technology in teaching English. In modern education, the integration of traditional and digital environments has become an important factor of effectiveness. The aim of the study is to systematize the theoretical and methodological foundations, principles, models, advantages, and limitations of blended learning. Methods such as literature review, comparative analysis, and thematic analysis were applied. The results show that the effectiveness of blended learning depends not only on digital tools but also on the alignment of learning objectives, content, interactivity, feedback, and pedagogical management. This technology demonstrates high effectiveness in developing listening, writing, speaking, vocabulary, and collaborative skills. However, poorly designed courses may lead to decreased motivation, digital inequality, and cognitive overload. In addition, learners’ individual characteristics and access to technology significantly influence outcomes. The teacher’s methodological preparation and digital competence are also essential factors. The findings contribute to developing practical recommendations for improving educational processes. In conclusion, blended learning is a promising model for English language teaching when properly designed and implemented.
| Mualliflar | Редактор, Главный, Eshboyev , Abdushukur Berdinazarovich |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2026-04-03 |
| Jild | 3 |
| Son | 1 |
| Betlar | 513-520 |
| Til | Ingliz |
Blended learning, teaching English, blended learning, methodological foundation, digital pedagogy, Community of Inquiry, instructional design, foreign language education
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