چکیده مقاله
This theoretical review explores key constructs and pedagogical frameworks related to blended learning and technology enhanced project based language learning TEPBLL Focusing on concepts such as learner autonomy, speaking anxiety, self efficacy, and authentic learning environments, the study examines major blended learning models—including inclusive, quality oriented, and digital classroom conceptualizations—and their integration with project based approaches in second language education Drawing on recent literature, the review analyzes the benefits and challenges of flexible blended learning and blended project based learning BPBL , highlighting their potential to support differentiated instruction and learner engagement The synthesis culminates in a conceptual framework that can inform future empirical research and instructional design in technology mediated language learning environments, particularly those seeking to integrate cognitive, affective, and digital dimensions of pedagogy
کلیدواژهها
نویسندگان
Fatemeh Azarmina
Master's degree in English Language Teaching, Imam Khomeini International University, Qazvin, Iran.
Fatemeh Azarmina
Master's degree in English Language Teaching, Imam Khomeini International University, Qazvin, Iran
شیوه ارجاع
Azarmina، Fatemeh،1404،Theoretical Perspectives on the effects of different types of Blended and Technology-Enhanced Project-Based Language Learnig on Speaking anxiety and Speaking self-efficacy: A Review of Key Constructs،هجدهمین کنفرانس ملی پژوهش های نوین در تعلیم و تربیت، روانشناسی، فقه و حقوق و علوم اجتماعی،شیروان
ارائهشده در
مجموعه مقالات نوزدهمین کنفرانس ملی پژوهش های نوین در تعلیم و تربیت،روانشناسی، فقه و حقوق و علوم اجتماعی24 شهریور 1404 · شیروان