Abstract

GARCIA-CORDOVA, Gastón Nicolás  and  FRANCO-LAZARTE, Erick Giovanni. Blended or Hybrid Learning and Written Understanding of English in Higher Education. Revista Docentes 2.0 [online]. 2025, vol.18, n.1, pp.392-403.  Epub May 29, 2025. ISSN 2665-0266.  https://doi.org/10.37843/rted.v18i1.643.

This study examines the impact of hybrid learning on written comprehension of English in higher education. Through a systematic review of 27 studies, it was found that blended learning, integrating face-to-face instruction and digital tools, significantly enhances written comprehension by promoting dynamic and autonomous learning. The results highlight the effectiveness of educational technologies and metacognitive strategies, suggesting the need to explore their application in diverse sociocultural contexts.

Keywords : blended learning; written comprehension; higher education; English language teaching.

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