Motivation and Barriers for University Teachers to Apply Blended Learning in Language Classes

Thi Nhi Nguyen, Brent Philipsen, Jaël Muls, Renfeng Wang, Koen Lombaerts

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


The study examined university teachers who make choices to apply blended learning to language teaching. The samples were 15 teachers of English at the University of Foreign Languages, Hue University in Vietnam. The research instrument was interviews with semi-structured questions. Data were then analysed using inductive approach, as explained by Thomas (2006), with raw data being condensed and coded into categories. The results revealed that two of the main findings regarding the motivation for university language teachers to apply blended learning in their classes were the need to increase professional development and to keep teachers updated with new technology; whereas class size, students’ self-awareness, and students’ low economic background were found to be the main barriers preventing teachers from applying blended learning approach. Besides, findings also support the existing body of knowledge regarding the reasons why and why not teachers apply blended learning in their teaching practice.
Original languageEnglish
Article number5
Pages (from-to)81-99
Number of pages18
JournalThe Journal of English as an International Language
Issue number2
Publication statusPublished - 2018


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