Addressing the Challenge of Hybrid Learning Environment in Foreign Language Education: Training Lecturers for Blended Teaching Approaches

Abstract

This study investigates the effectiveness of training programs in supporting language lecturers in integrating blended learning methodologies. It underscores the significance of Vygotsky's educational theory and involves 126 university educators through a mixed-methods approach. Interviews and surveys were conducted to explore challenges and solutions. Findings reveal the pivotal role of training in enhancing lecturers' digital literacy and content creation skills and ensuring fair access for all students. Notably, 61.3% of participants recognize the value of training in developing engaging digital content, with 29.88% strongly supporting this perspective. Training is essential for creating multimedia resources and designing online courses to foster student engagement. The study emphasizes the need for tailored training to address diverse technological needs, with 59.74% of respondents acknowledging its importance and 31.53% strongly agreeing. Overall, training empowers lecturers to meet the varying digital accessibility needs of students, including through the development of alternative offline materials and the implementation of asynchronous activities. This research highlights the critical role of training programs in facilitating effective blended learning practices among language lecturers.