Learning Support in Blended Language Teaching and the Achievement of Key Competencies

Abstract

Despite extensive research on blended teaching in higher education, limited attention has been given to how learning support mechanisms facilitate key competency development. This study examines how four types of learning support—resource, community-based, process and tool, and emotional support—contribute to competency development in a blended English language course. Based on the “Five-Stage Learning, Four-Stage Support” model grounded in the Production-Oriented Approach, data were collected from 227 engineering undergraduates through questionnaires, semi-structured interviews, and classroom observations. Findings indicate improvements in four competencies: professional English proficiency, self-regulated learning, collaborative teamwork, and communicative problem solving. Multiple regression analysis showed that community-based support was the strongest predictor of competency achievement (β = 0.593, p < 0.001), while process support (β = 0.195, p < 0.01) and resource support (β = 0.194, p < 0.01) had more modest effects. Results suggest that competency development depends primarily on peer interaction and teacher-guided engagement rather than digital resources alone.