Integrating Blended Learning and Task-Based Language Teaching in EFL: A Systematic Review

Authors

  • QIUYU GONG

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

    School of Foreign Languages and Cultures, Xichang University, Xichang 615000, China
  • Nur Ehsan Mohd Said

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

    Centre for Shaping Advanced & Professional Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
  • Nor Hafizah Adnan

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i5.9591
Received: 18 April 2025 | Revised: 7 May 2025 | Accepted: 10 May 2025 | Published Online: 12 May 2025

Abstract

This systematic review investigates the integration of Blended Learning (BL) and Task-Based Language Teaching (TBLT) in English as a Foreign Language (EFL) contexts, synthesizing findings from 20 peer-reviewed studies published between 2015 and 2025. Guided by two research questions, it explores how BL and TBLT have been operationalized in classroom practice and what impacts this integration has had on learners’ language proficiency. Anchored in well-established instructional frameworks, the review identifies key patterns in task design, platform use, skill development, and learner engagement. The findings suggest that blended TBLT can enhance speaking, writing, and vocabulary outcomes while fostering learner autonomy, confidence, and motivation. Successful implementation appears to depend on the alignment between digital tools and instructional objectives, the authenticity of communicative tasks, and the quality of teacher facilitation. This review contributes to the evolving field of blended language pedagogy by mapping current integration models and offering practical and theoretical insights for future instructional design and research in digitally mediated EFL environments.

Keywords:

Blended Learning; Task-Based Language Teaching; Integration; Systematic Review

References

[1] Koniah, M.K., Putri, R.A., Anindita, S.A., et al., 2024. A systematic review of research on blended learning in teaching EFL: Student and teacher's perception, implementation, interaction, benefits, and challenges. STAIRS: English Language Education Journal. 5(1), 61–74. DOI: https://doi.org/10.21009/stairs.5.1.6

[2] Graham, C.R., 2006. Blended learning systems: Definition, current trends, and future directions. In: Bonk, C.J., Graham, C.R. (eds.). The handbook of blended learning. Pfeiffer: San Francisco, CA, USA. pp. 3–21.

[3] Garrison, D.R., Vaughan, N.D., 2008. Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass: Hoboken, NJ, USA. pp. 109–123.

[4] Zhou, Q., Hashim, H., Sulaiman, N.A., 2023. A Systemic Review (2014–2023) on the Mobile-Assisted Blended Learning for English as a Foreign Language Education with a Focus on Empirical Studies. International Journal of Interactive Mobile Technologies. 17(24). DOI: https://doi.org/10.3991/ijim.v17i24.42019

[5] Shah, N.M., Adnan, N.H., 2021. Designing Teaching and Learning for C# Programming through Massive Open Online Courses (MOOCs). Asian Journal of Research in Education and Social Sciences. 3(1), 41–48.

[6] Hrastinski, S., 2019. What do we mean by blended learning? TechTrends. 63(5), 564–569. DOI: https://doi.org/10.1007/s11528-019-00375-5

[7] Ihbar, M.Z., Said, N.E.M., 2019. The effects of blended learning on EFL high school students' vocabulary mastery. International Journal of Innovative Research and Creative Technology. 4(6), 111–116.

[8] Yusoff, F.K., Said, N.E.M., 2024. Investigating language learning strategies in an online learning environment among adolescent in an English as second language setting. International Journal of Academic Research in Progressive Education and Development. 13(1), 857–867.

[9] Ellis, R., 2003. Task-based language learning and teaching. Oxford University Press: Oxford, UK. pp. 179–241.

[10] Long, M.H., 2015. Second language acquisition and task-based language teaching. Wiley Blackwell: Hoboken, NJ, USA. pp. 213–218.

[11] Kargar Behbahani, H., YarAhmadi, M., Rashidi, N., 2024. The impact of pre-task explicit grammar instruction on the explicit and implicit knowledge of past continuous. Journal of Studies in Language Learning and Teaching. 1(2), 307–328. https://doi.org/10.22034/jsllt.2024.21894.1049

[12] Nunan, D., 2004. Task-based language teaching. Cambridge University Press: Cambridge, UK. pp. 1–6.

[13] Willis, J., 1996. A framework for task-based learning. Longman: London, UK. pp. 52–62.

[14] Swain, M., 2005. The output hypothesis: Theory and research. In: Hinkel, E. (eds.). Handbook of research in second language teaching and learning. Lawrence Erlbaum Associates: Mahwah, NJ, USA. pp. 471–483.

[15] Dooly, M., Sadler, R., 2020. Telecollaboration and TBLT. In: González-Lloret, M., Ortega, L. (eds.). Technology-mediated TBLT. John Benjamins: Amsterdam, The Netherlands. pp. 177–204.

[16] Littlejohn, A., 2021. The social dimensions of task design: Issues in language teaching, curriculum and policy. Bloomsbury: London, UK. pp. 1–12.

[17] Mulyadi, D., Wijayatiningsih, T.D., Singh, C.K.S., et al., 2021. Effects of technology enhanced task-based language teaching on learners' listening comprehension and speaking performance. International Journal Of Instruction. 14(3), 717–736.

[18] Sitawati, A.A., Sudirman, S., Lestari, N., 2022. A model of task-based blended learning for the EFL writing classroom. Journal of Language Teaching and Research. 13(4), 728–735.

[19] Meng, F., Feng, C., 2019. Task-based language teaching for EFL students based on blended learning. Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019); May 24–May 26, 2019; Xiamen, China. pp. 142–145.

[20] Elahi, A., Mashhadi Heidar, D., 2021. The impact of integrating blended learning with task-based language learning on reading comprehension and vocabulary. Journal of Language and Linguistic Studies. 17(2), 905–920. DOI: https://doi.org/10.22051/LGHOR.2020.32604.1351

[21] Alizadeh, A., Zarei. A.A., Malmir, A., 2024. The comparative effects of technology-mediated TBLT, problem-based instruction online, online flipped learning, and lecture-based online teaching on EFL learners' online language learning self-regulation. Iranian Journal of Applied Language Studies. 16(1), 21–42. DOI: https://doi.org/10.22111/ijals.2024.47013.2390

[22] Mudinillah, A., Rahmi, S.N., Taro, N., 2024. Task-based language teaching: a systematic review of research and applications. Lingeduca. 3(2), 102–115.

[23] Ogilvie, G., Dunn, W., 2010. Taking teacher education to task: exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research. 14(2), 161–181.

[24] Page, M.J., McKenzie, J.E., Bossuyt, P.M., et al., 2021. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ. 372, n71. DOI: https://doi.org/10.1136/bmj.n71

[25] Falagas, M.E., Pitsouni, E.I., Malietzis, G.A., et al., 2008. Comparison of PubMed, Scopus, Web of Science, and Google Scholar: Strengths and weaknesses. FASEB Journal. 22(2), 338–342. DOI: https://doi.org/10.1096/fj.07-9492LSF

[26] Gusenbauer, M., Haddaway, N.R., 2019. Which academic search systems are suitable for systematic reviews or meta‐analyses? Research Synthesis Methods. 11(2), 181–217. DOI: https://doi.org/10.1002/jrsm.1378

[27] Booth, A., Sutton, A., Papaioannou, D., 2016. Systematic approaches to a successful literature review. 2nd ed. Sage Publications: Thousand Oaks, CA, USA. pp. 1–60.

[28] Hu, H., Said, N.E.M., Hashim, H., 2023. Sustaining content and language integrated learning in China: A systematic review. Sustainability. 15, 3894. DOI: https://doi.org/10.3390/su15053894

[29] Haddaway, N.R., Collins, A.M., Coughlin, D., et al., 2015. The role of Google Scholar in evidence reviews and its applicability to grey literature searching. PLOS ONE. 10(9), e0138237. DOI: https://doi.org/10.1371/journal.pone.0138237

[30] Ellis, R., 2017. Task-based language teaching. In: Loewen, S., Sato, M. (eds.). The Routledge handbook of instructed second language acquisition. Routledge: Abingdon, UK. pp. 108–125.

[31] Mei, Q., Liu, Y., Zhang, H., 2025. Development of basic English reading and writing course based on task-based learning combined with blended learning. Open Journal of Modern Linguistics. 15(1), 33–47. DOI: https://doi.org/10.60027/ijsasr.2025.5174

[32] Xiaoqi, Q., Iamsaard, A., 2025. The Effectiveness of the Integration of Blended Learning and Task-Based Learning Instructional Model on English Reading Skills of Undergraduate Students in Guangxi Province. Journal of Humanities and Social Sciences, Rajabhat Bansomdejchaopraya University. 19(1), 390–419. Available from: https://so08.tci-thaijo.org/index.php/jhusocbru/article/view/3984

[33] Chen, T.H., Lin, C.C., 2018. Enhancing L2 English learning through mobile-assisted TBLT: EFL learners' perspectives. The Journal of Asia TEFL. 15(2), 678–684. DOI: http://dx.doi.org/10.18823/asiatefl.2018.15.2.13.453

[34] Radjuni, M., 2023. Online task-based language teaching and face-to-face TBLT utilizing SIKOLA in writing class: How does the integration impact students' writing skills? Indonesian Journal of EFL and Linguistics. 8(1), 101–120. DOI: https://doi.org/10.34050/elsjish.v6i2.27004

[35] Lu, H., 2022. Construction and application of task-based blended learning model in a university EFL listening and speaking course. Proceedings of the 6th International Conference on Digital Technology in Education; September 16–September 18, 2022; Hangzhou, China. pp. 108–114.

[36] Kamsa-ard, S., Khampusaen, D., 2023. The implementation of the blended learning model with a speaking task-based design on Thai EFL students' oral proficiency. International Journal of Emerging Technologies in Learning. 18(2), 223–237.

[37] Dinh, T.T.T., 2022. Development of an interpreting training model using blended TBLT and code-mixed tasks. International Journal of Instructional Technology & Distance Learning. 19(7), 45–58.

[38] Annamalai, S., 2019. The use of Web 2.0 technology tools and beyond in enhancing task-based language learning: A case study. The Journal of Asia TEFL. 16(4), 1374–1382.

[39] Vellanki, V., Bandu, S., 2021. Engaging students online with technology-mediated task-based language teaching. Asian Journal of Distance Education. 16(2), 101–115. DOI: https://dx.doi.org/10.24093/awej/covid.8

[40] Tusino, Faridi, A., Saleh, M., et al., 2020. The effect of hybrid task-based language teaching and critical thinking on writing performance in Indonesia. The New Educational Review. 59(1), 157–168. DOI: https://doi.org/10.15804/tner.2020.61.3.09

[41] Ramadan, S.M.A.S., Hassan, I.M.I., 2021. A hybrid task-based learning program for developing higher education students' EFL speaking skills and motivation. Journal of the Faculty of Education, Mansoura University.113(2), 3–28. DOI: https://doi.org/10.21608/maed.2021.196370

[42] El-Boraie, S.M., 2022. Utilizing a blended strategy based on task-based language learning to develop primary stage pupils' EFL listening and speaking skills. International Journal of Linguistics, Literature and Translation. 5(1), 123–134. doi: https://doi.org/10.21608/mrk.2022.276603

[43] Zhang, S., Goh, Y.S., 2023. Correlational study of factors affecting students' perceived engagement in task-based learning under blended English learning environment. International Journal of Emerging Technologies in Learning. 18(6), 146–159. DOI: https://doi.org/10.1109/InCULT59088.2023.10482626

[44] Swain, M., 2005. The output hypothesis: Theory and research. In: Hinkel, E. (eds.). Handbook of research in second language teaching and learning. Lawrence Erlbaum Associates: Mahwah, NJ, USA. pp. 471–483.

[45] Akbulut, A.Y., Mirici, I.H., 2024. An investigation on EFL students' perceptions of task-based language assessment in the blended learning environment. Novitas-ROYAL (Research on Youth and Language). 18(1), 1–18. DOI: https://doi.org/10.5281/zenodo.13225030

[46] Vygotsky, L.S., 1978. Mind in society: The development of higher psychological processes. Harvard University Press: Cambridge, MA, USA. pp. 79–91.

[47] Little, D., 2007. Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching. 1(1), 14–29. DOI: https://doi.org/10.2167/illt040.0

[48] Nation, I.S.P., 2001. Learning vocabulary in another language. Cambridge University Press: Cambridge, UK. pp. 6–28.

[49] Breen, M.P., 1987. Learner contributions to task design. In: Candlin, C., Murphy, D. (eds.). Language learning tasks. Prentice Hall: Hoboken, NJ, USA. pp. 23–46.

[50] Kirkgoz, Y., 2011. A blended learning study on implementing video-recorded speaking tasks in task-based classroom instruction. Turkish Online Journal of Educational Technology. 10(4), 1–13.

[51] Blaschke, L.M., 2012. Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning. 13(1), 56–71. DOI: https://doi.org/10.19173/irrodl.v13i1.1076

[52] Dörnyei, Z., 2005. The psychology of the language learner: Individual differences in second language acquisition. Routledge: Abingdon, UK. pp. 65–103.

[53] Mishra, P., Koehler, M.J., 2006. Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record. 108(6), 1017–1054.

[54] Hu H, Du K, Hashim HU, Hashim H. 2025. Exploring technology-in-practice: Educational escape rooms for grammar instruction in French as a foreign language. Lang Learn Technol. 29(1), 1–15. https://hdl.handle.net/10125/73630

[55] Kukulska-Hulme, A., Shield, L., 2008. An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL. 20(3), 271–289.

[56] UNESCO, 2021. Digital learning and transformation: policy guide for low-resource settings. UNESCO: Paris, France. pp. 20–27, 30–33.

[57] Ally, M., Tsinakos, A., 2014. Increasing access through mobile learning. Commonwealth of Learning: Vancouver, BC, USA. pp. 27–60, 113–175.

[58] Mishra, P., Koehler, M.J., 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record. 108(6), 1017–1054. DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x

Downloads

How to Cite

GONG, Q., Mohd Said, N. E., & Adnan, N. H. (2025). Integrating Blended Learning and Task-Based Language Teaching in EFL: A Systematic Review. Forum for Linguistic Studies, 7(5), 899–915. https://doi.org/10.30564/fls.v7i5.9591

Issue

Vol. 7 , Iss. 5 (May 2025)

Article Type

Review

License

Copyright © 2025 QIUYU GONG, Nur Ehsan Mohd Said, Nor Hafizah Adnan

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.