<![CDATA[Blended learning has become an important mode of instruction in higher education, yet the teaching practices that most strongly shape overall teaching effectiveness in blended learning remain insufficiently understood. This study examines which dimensions of lecturer-reported teaching practices significantly predict overall teaching effectiveness in blended learning in Vietnamese higher education. Survey data were collected from 338 lecturers across four universities in Vietnam. The study investigated six dimensions of teaching practice: teaching objectives, teaching content, teaching methods, technology tools, instructional formats, and assessment practices. Descriptive statistics, reliability analysis, exploratory factor analysis, Pearson correlations, and multiple regression were employed. Most scales demonstrated acceptable to excellent internal consistency. The regression model was statistically significant and explained 66.9% of the variance in overall teaching effectiveness in blended learning. Assessment practices and teaching objectives emerged as the strongest predictors, followed by teaching content and teaching methods. In contrast, technology tools and instructional formats were not significant predictors in the full model. The findings suggest that overall teaching effectiveness in blended learning depends more on pedagogical design than on technology use alone.]]>
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