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All Journal Jurnal Ilmu Pendidikan dan Sosial Edutechnium Journal of Educational Technology
Fifi Nur Ulwiyah
STAI Ar-Rosyid Surabaya, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Integrating Blended Learning in Intensive English Course in Higher Education: A Theoretical and Practical Perspective Fifi Nur Ulwiyah
Edutechnium Journal of Educational Technology Vol. 3 No. 2 (2025): Edutechnium Journal of Educational Technology
Publisher : CV. Edutechnium Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71365/edujet.v3i2.81

Abstract

This article explores the implementation of blended learning in the Intensive English Course in Higher Education. The integration of online learning through English Discoveries (ED) with offline classroom sessions aims to improve students' English proficiency by offering flexible, interactive, and learner-centered experiences. The paper is grounded in constructivist and social learning theories, offering both a theoretical foundation and practical analysis of this pedagogical approach. The study employed a qualitative descriptive method to investigate student and lecturer perspectives. Data were collected through semi-structured interviews with five English instructors and ten students, classroom observations, and document analysis of course syllabi and student task records. The findings suggest that blended learning fosters greater learner autonomy, digital literacy, and language competence. Students reported increased motivation due to the accessibility and interactivity of ED, while instructors emphasized that face-to-face interaction remained vital for developing speaking skills and addressing comprehension difficulties. However, challenges such as time management difficulties, inconsistent motivation, and technological barriers (particularly unstable internet access) were also identified. The study concludes that successful blended learning implementation requires adequate institutional support, technological infrastructure, and continuous professional development for instructors.
From Learner Assessment to Instructional Adaptation: A Literature Review of Teachers' Pedagogical Decision-Making in Primary EFL Classrooms Fifi Nur Ulwiyah
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 4 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i4.2551

Abstract

The shift toward Assessment for Learning in primary EFL contexts necessitates that teachers translate assessment data into instructional adaptation. However, a persistent gap exists between assessment administration and actual pedagogical decision-making. This narrative literature review critically examines how primary EFL teachers operationalize learner assessment to adapt their instruction. Analyzing peer-reviewed literature published between 2020 and 2025, the review identifies three core themes: the cognitive mechanisms of pedagogical decision-making, the specific modalities of instructional adaptation (material, structural, and feedback modifications), and the contextual facilitators and systemic barriers influencing these practices. The findings reveal that effective adaptation relies heavily on teachers' assessment literacy and communicative beliefs, yet is frequently hindered by rigid curricula, large class sizes, and a lack of planning time. The review concludes that bridging this gap requires a paradigm shift in professional development toward data-driven instructional planning, alongside systemic reforms providing curricular flexibility. Ultimately, empowering teachers to make adaptive decisions is crucial for fostering responsive and equitable language learning environments for young learners.
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