Blended English Language Learning as a Tool for Enhancing Academic Motivation and Developing Learners' Autonomy

Abstract

This article addresses the issue of blended English language learning as a tool for enhancing learners' motivation and autonomy. The aim of the study is to provide a theoretical justification, develop, and experimentally verify a model of blended English language learning focused on transforming learners' motivational profiles (a shift from external regulation to internal self-determination) and developing their learning autonomy. Main results: The study is based on the principles of self-determination theory (E. Deci, R. Ryan), the model of the ideal foreign language "self" (Z. Dörney), and the concept of learning autonomy (F. Benson). A convergent mixed-methods design was employed, encompassing a pedagogical experiment (n=120: control group n=58, experimental group n=62), questionnaires based on scales of academic motivation and autonomy, analysis of digital traces in the Moodle LMS, qualitative content analysis of students' reflective journals (Learning Logs), as well as methods of mathematical statistics (Student's t-test, Pearson's χ^2, Spearman's correlation analysis). It has been demonstrated that structuring the course according to the Flipped Classroom model – by moving the receptive learning of grammar and vocabulary to an asynchronous module – makes it possible to free up to 75% of synchronous time exclusively for productive speech practice. According to the results of the formative assessment in the experimental group, a statistically significant increase in the proportion of students with a high level of academic autonomy was observed, rising from 14.5% to 38.7%, accompanied by a sharp drop in the proportion of students with a low level to 14.5% (χ² = 11.21; p < 0.001). A qualitative restructuring of the motivational sphere was identified: indicators of intrinsic motivation increased to 4.26 ± 0.51 (t = 10.24; p < 0.001), and the intensity of the Ideal L2 Self construct reached 4.35 ± 0.58 against the backdrop of a significant decrease in the level of amotivation and dependence on administrative control. A direct correlation was established between the regularity of keeping reflective journals and overcoming the language barrier (ρ = 0.54; p < 0.01). Scientific novelty: For the first time, an adaptive two-level language-teaching model of blended learning has been substantiated as an «asynchronous knowledge buffer», which ensures the continuity of foreign language education in conditions of disruptions to the educational rhythm (communication interruptions, anxiety). The criteria-based diagnostic framework for assessing a learner's autonomy has been refined through the lens of regulatory, cognitive, and reflective components. The practical significance of the obtained results lies in the creation of an electronic teaching and learning complex, a package of diagnostic tools, and methodological recommendations for higher education instructors.