Experimental Study of a Blended Learning Approach in Teaching English to Non-Linguistic Students in Vietnam

Abstract

Blended learning has attracted increasing scholarly attention in language education; however, empirical evidence regarding its effectiveness for non-linguistic learners in Vietnamese higher education remains limited. This study addresses this gap by investigating the implementation of a blended English teaching model for military medical students at Vietnam Military Medical University. A total of 156 non-linguistic students with varying levels of English proficiency participated in the study. Using a within-subject quasi-experimental design with repeated measures, students’ English learning outcomes under traditional instruction (Terms 1 and 2) were compared with those under blended learning (Term 3) based on end-term examination scores. In addition, learners’ attitudes toward blended learning were examined through a questionnaire grounded in Davis’s (1989) Technology Acceptance Model. The findings indicate that blended learning was associated with improved English learning outcomes and more positive learner attitudes. Participants reported increased learner autonomy and overall satisfaction with the blended learning approach, suggesting that blended learning represents a viable instructional approach for teaching English to non-linguistic students in similar higher education contexts.