Blended learning for effective english language acquisition of a private university students in Bangladesh: a phenomenological study

Abstract

This study explores the role of blended learning in English language acquisition by discussing the perceptions, learning outcomes, and life experiences of students at private universities in Bangladesh. With the increasing use of online platforms among students at private universities in Bangladesh, blended learning has become a prominent educational method here. Further, while blended learning offers various benefits in developing English language skills, it also has some challenges. These challenges include psychological, technological, and teacher–learner rapport. A phenomenological research was chosen to explore these challenges. The findings of this study reveal that blended learning has a positive impact on the development of linguistic skills and contributes to global competence and professional preparedness due to students’ flexible access to online materials and online platforms. On the other hand, there is a lack of development in conversational opportunities and listening comprehension challenges. The study also concluded that the use of AI tools has created opportunities for misuse that have negatively affected the student–teacher rapport. There was a general concern that blended learning, while increasing flexibility, global skills, and professional readiness, has negative impacts on some important aspects. This study is significant because it highlights the importance of creating appropriate and decentralized approaches to English language acquisition to address the challenges facing private university students in Bangladesh.