English language learning student engagement in a blended learning environment

Abstract

Blended learning implies teaching in a physical and a virtual classroom. Learning a second language in a blended learning environment demands students’ high commitment to perform activities mediated through technology. This research aims to describe university student engagement in learning English. This was cross-sectional quantitative research of descriptive character. The data were collected by applying the Online Student Engagement Scale using a Likert scale from 1 to 5 where 1= never and 5= always. The findings show that students have greater initiative and desire to learn the language in face-to-face sessions than in online learning (X?= 4.5); however, they make little effort to do the online tasks and to use the language in their daily activities (X?= 2.7). The results imply better monitoring of technology-mediated activities by teachers, as well as the search for better strategies that allow students to have greater exposure to the language through digital tools. It is concluded that students show a high desire and effort to learn English. However, this desire for learning does not materialize in concrete activities that require the students' commitment to use the language when the teacher does not mediate learning in a face-to-face manner. The importance of this study lies in the contribution to the little scientific production that exists on the construct of student engagement in the area of blended language learning.