The use of blended learning technologies to improve the effectiveness of teaching English to future technical specialists

Abstract

The study evaluates the effectiveness of blended learning technologies in improving the quality of English instruction for students in technical fields under conditions of limited classroom time and the need to develop professionally oriented competencies; over two semesters in 2022-2023, 148 second-year students (randomized into control and experimental groups of 74 each) studied under either a traditional model or an integrated model combining 50% face-to-face work and 50% independent online activity based on the Moodle LMS, with video lectures on advanced grammar, interactive drills for IT and mechanical engineering vocabulary, modules for working with authentic technical documentation, as well as external tools such as Quizlet, Padlet, and negotiation and presentation simulators; baseline testing, structurally equivalent to international examinations (reading, grammar and writing, and listening; maximum 100 points), confirmed group comparability (around 52 points, differences statistically insignificant), while final testing recorded an advantage of the blended model: mean score 79.21 versus 61.55 with gains of 26.83 versus 9.41 points (p0.001), with the most pronounced effect observed in reading professional texts (gain 9.92 versus 2.73), as well as in listening (8.75 versus 3.62) and grammar (8.16 versus 3.06); the reduction in standard deviation in the experimental group indicates a pull-up effect for students with a lower starting level, and survey results show higher course satisfaction (8.92 versus 6.18), motivation for self-directed learning (8.55 versus 5.43), and perceived flexibility of the process (9.17 versus 4.25); the regression model explains about 65% of the variance in the final score through the combined influence of the instructional approach, baseline level, and motivation, with the instructional approach acting as the dominant factor and indirectly enhancing outcomes via increased engagement; it is concluded that blended learning ensures a statistically significant and comprehensive increase in academic indicators and metadisciplinary dispositions, and scaling of the model is recommended with an emphasis on personalization, expanding authentic content, and developing simulators of professional communication.