Use of Technology and Implementation of Blended Learning in English Language Teaching

This study investigated how teaching modalities (Blended Learning, Virtual, and Face-to-Face) affect educational variables in medical students enrolled in a technical English course. Six dimensions were evaluated: Computational Self-Efficacy, Self-Efficacy and Use of ICT, Academic Well-Being, Learning Self-Regulation, Perception of Flipped Learning, and Academic Coping Self-Efficacy. Using a quantitative approach, questionnaires were administered to 75 students divided into three groups of 25. Descriptive analyses and Kruskal-Wallis tests were employed to compare the modalities. The results showed no significant differences in Computational Self-Efficacy, Self-Efficacy and Use of ICT, Academic Well-Being, and Perception of Flipped Learning (p > 0.05). However, significant differences were found in Learning Self-Regulation (p < 0.05, d = 0.4) and Academic Coping Self-Efficacy (p < 0.05, d = 0.5), with higher scores in the Blended group. These findings suggest that while the teaching modality does not affect some variables, it influences self-regulation and coping self-efficacy in academic challenges. The Blended modality may provide a more favorable environment for developing academic coping skills.