Effectiveness of the blended learning model in the development of academic and professional foreign-language competence at a university

Abstract

The article examines the effectiveness of the blended learning model as a pedagogical system that ensures the development of academic and professional foreign-language competence of students at a non-linguistic university in the context of the digital transformation of higher education and limited classroom time. Analytical interpretation of the phenomenon of blended learning conceptualizes it as a synergistic organization of face-to-face and online interaction, where the format is determined by didactic appropriateness and the specifics of language acquisition stages. It is shown that the digital environment expands access to authentic academic and professional materials, supports multimodal modes of information presentation, and contributes to the development of academic practices (working with scholarly information, academic writing, public argumentation). With regard to professional communication, the integrative structure of competence is emphasized, including linguistic, discursive, sociocultural, and strategic components; it is noted that transferring the initial practice of language resources to the online environment and using variations such as the flipped classroom free up face-to-face time for case studies, project-based work, role-play scenarios, and discussions approximating quasi-professional situations. A significant effect of blended learning is the transformation of the learner’s subject position: the role of self-regulation, learner autonomy, and motivation increases; however, these outcomes are associated with the need for pedagogical support, the development of digital literacy, time management skills, and norms of online communication. The significance of high-quality design of the electronic educational environment as an interactive space for feedback and collaboration is substantiated, with mandatory consideration of cognitive load and navigational transparency. Assessment tools that shift the emphasis toward formative practices (portfolios, automated feedback, peer review) are analyzed separately, enhancing reflexivity and the quality of academic writing. The adaptability of the model to different fields of study is demonstrated, including opportunities for content and language integrated learning, and risks of formalization, the digital divide, and methodological inertia are identified, necessitating the updating of quality standards and professional development of instructors.