A proposal for blended language learning project focuses on ESL learners

Abstract

The evolving societal landscape and technological advancements have redefined educational demands, leading to notable improvements in teaching methodologies driven by continuous technological evolution. Blended learning, a widely embraced approach, transcends traditional educational boundaries, emphasizing the paramount role of student communication and interaction in an era of extended education beyond physical classrooms. Collaborative learning groups are increasingly integrated into blended teaching, with group formation as a pivotal element. This study draws upon cognitivism, collaborative learning, and social interdependence principles to address issues within group cooperative activities in blended teaching. It leverages the strengths of blended teaching and collaborative learning, designing instructional activities and conducting action research in practical teaching settings. The research methodology unfolds in phases: a literature review explores the current landscape of blended collaborative learning, providing insights into challenges; a theoretical exploration, grounded in educational theory, delves into the design of teaching activities within blended environments; the technical investigation combines collaborative grouping with machine learning to propose innovative grouping strategies; and the action research phase validates findings through specific instructional courses and research subjects.