BLENDED LEARNING IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: INTEGRATING FACE-TO-FACE AND DIGITAL LEARNING TO IMPROVE LANGUAGE ACQUISITION

Abstract

This article examines blended learning (FFL) as a pedagogical model of teaching English as a foreign language (FFL), aimed at integrating traditional face-to-face learning with digital and online components. The study analyzes the modern theoretical foundations of blended learning, practical models of its implementation in the context of FFL, as well as empirical data on its impact on language acquisition, student independence and learning motivation. The results show that a well-designed blended learning environment significantly improves language outcomes and student engagement, provided that digital tools are purposefully aligned with communicative learning goals, and teachers have the necessary training and institutional support.