EFFECTS OF BLENDED LEARNING ON STUDENTS’ MOTIVATION

DOI: 10.18173/2354-1075.2025-0069

Tóm tắt

This study investigates factors in blended learning that influence students' motivation, focusing on intrinsic and extrinsic dimensions such as autonomy, goal setting, confidence, teaching quality, and recognition. A descriptive research design was employed, involving 124 second-year non-English majors from Hanoi National University of Education with basic technology knowledge and level 1 English proficiency according to the Vietnamese Standardized Test of English Proficiency (VSTEP). A structured questionnaire is employed to collect data, followed by a detailed analysis of motivational factors. The results show that autonomy, clear goals, and recognition are key factors that help promote students' motivation, whereas criteria such as feedback practices and creating comfortable learning environments need further enhancement. A key finding of this study highlights the importance of fostering self-learning abilities and adapting teaching methods to align with modern educational trends. This study's findings provide actionable insights for teachers seeking to optimize blended learning environments to boost student motivation, providing practical suggestions for teachers in optimizing the blended learning environment to improve students' motivation to learn, and at the same time adding to the current research gap regarding the effect of blended learning on non-English students with low English proficiency – a group of little interest in previous studies.