This article's main idea focuses on applying blended learning to improve the language learning process other than English, complementing traditional teaching methods with technology based on learning theories of behaviorism, cognitivism, constructivism, and connectivism. The article focuses on the best practices for implementing blended learning: Google Classroom, Kahoot, Canva, Quizlet, and the COVA model (Choice, Ownership, Voice, Authenticity). Specifically, it focuses on the benefits of comprehensive technology integration into the teaching and learning process regarding language development, students’ motivation and learning needs fulfillment, and their future readiness for the globalized, technology-enhanced world.

 

Approaches for implementing blended learning

 

    Approach 1: Digital Tools

 

Google Classroom: allows teachers to create engaging learning experiences that can be personalized, managed, and measured. The content of the class is concentrated here, which promotes teamwork.

Kahoot: Integrates slideshows with questionnaires that make the evaluation fun and engaging. The use of quizzes shows that they not only test the knowledge acquired by the learners but also encourage the students to play an active role in learning. The instant feedback aspect works well in that it lets the students know their scores and mistakes and even helps them teach in reiteration critical concepts they have learned.

Canva: Students who prepare presentations and visual overviews using Canva become valuable learners. Canva is a design and visual communication platform that puts the power of design within everyone's reach, offers many creative resources, and is easy to manipulate. This tool encourages curiosity and creativity.

Quizlet: Used to create digital flashcards and practice tests based on the spaced repetition technique to improve Spanish vocabulary learning. They can find definitions and examples of using this or that term, and the quiz and game sections can also be used for different students, as it allows each student to rehearse terms, making it a practical learning tool.

 

   Approach  2:  The COVA Model (Choice, Ownership, Voice, and Authenticity) Harapnuik, D. (2021, November).

 

Choice: The freedom to choose topics for projects or presentations helps students focus on essential and relevant issues in their education and develop tremendous enthusiasm for learning.

Student ownership increases accountability and consequently leads to better learning outcomes. They put the student in a position to evaluate their progress and change their behavior patterns to learn.

Voice: Based on the target group's perceptions, modify the content of the lessons to better meet the student's needs and help them interact with the classes more actively. Student opinions and comments are another way to ensure that lessons meet students' expectations, improving the relationship between students and the learning process. 

Authenticity: By implementing realistic contexts in class, the student can master the use of the language in their daily activities, hence the greater communicative competence and relevance of learning Spanish.

   Approach 3: Create the best learning environment for academic and emotional success

 

Digital platforms: Sharing assignments and information on platforms such as Google Classroom to share documents fosters interpersonal relationships between students and teachers because students receive and classify learning material, and teachers collect essential data to measure content acquisition.

Interactive online activities: For interactive online activities, we can use applications such as Kahoot, Quizlet, or Quizizz to flow information, offer vocabulary and grammar in pleasant, interactive ways, and promote self-control of the learning process, improving academic results.

Collaborative Writing Assignments: Through Google Docs or Microsoft Word online tools, you can support group work, improve writing, and cultivate a proactive attitude toward a computer-supported collaborative learning environment.

Online Discussion Forums: Breaking down essential topics can help students post something in Spanish, a particular literary work, or current events. It improves oral and written communication between students and encourages them to share views on topics related to what they are learning in Spanish.

Audiovisual resources: They improve listening comprehension and pronunciation through resources such as videos and podcasts. 

 

 

Conclusion 

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The blended learning model is a process for engaging and including students while achieving the goal of personalized learning. This research has completely transformed me from a teacher to a facilitator or mentor. It focuses on the ability to individualize strategies when teaching students because they have different skills and can learn in various ways. Real-life examples of students learning from each other and additional support for students exemplify the institution's compliance with equal opportunity by making students feel protected in their learning process. As a dedicated bilingual teacher, this model strengthens my passion for helping young minds grow and promotes the model of an effective unconventional learning system.

 

Plan to submit the article.

I want to publish the article using Colorin Colorado, Edutopia, and Edsurge.com. 

 

"Children are more like their time than their parents."

References

 

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Farah, K.  Barnett, R. (2019). Answers to your blended learning questions. Retrieved from https://www.edutopia.org/article/answers-your-blended-learning-questions

Harapnuik, D. (2021, November). Learning philosophy.  http://www.harapnuik.org/?page_id=95

Horn, M., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass.

Karie, G. (2019). 5 Effective blended learning strategies. Retrieved from https://www.edynamiclearning.com/5-effective-blended-learning-strategies/ 

Kinger, N., & Kumar, S. (2023). Generational differences in work values in the workplace. Folia Oeconomica Stetinensia, 23(2), 204-221. https://doi.org/10.2478/foli-2023-0027

Piaget, J. (1964). Part I: Cognitive development in children: Piaget. Journal of Research in Science Education, pp. 2, 176–186.

Rodriguez, E. (2023). 5 Blended learning strategies to try. Retrieved from https://www.edutopia.org/article/5-blended-learning-strategies-middle-high-school

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.