International Journal of Pedagogics
69
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue08 2025
PAGE NO.
69-72
10.37547/ijp/Volume05Issue08-17
Methods of Developing Students' Professional Competence in
English Language Teaching Based on Blended Learning
Technology
Pakirdinova Sharofat Abdumutaljonovna
Fergana State University, senior lecturer, Uzbekistan
Received:
17 June 2025;
Accepted:
13 July 2025;
Published:
15 August 2025
Abstract:
This study examines the development of professional competence in English language teaching through
blended learning technology. Using a mixed-methods approach, the research involved 293 students from three
Uzbek universities (SamSU, NamSU, FerSU) over two academic semesters. The blended learning framework
combined face-to-face instruction (40%), asynchronous online components (35%), and synchronous online
sessions (25%). Results showed significant improvements across all competency domains, particularly in
technological pedagogical content knowledge. Students reported enhanced flexibility, authentic technology
integration experiences, and improved collaborative skills. The study provides empirical evidence for the
effectiveness of blended learning in developing professional teaching competencies and offers a practical
framework for implementation in teacher education programs.
Keywords:
Blended learning technology, Professional competence development, English language teaching,
Teacher education programs, Technological pedagogical content knowledge, Digital literacy skills, Educational
technology integration.
Introduction:
The rapid transformation of educational
landscapes has necessitated reimagining how we
prepare English language teachers for their
professional roles. As globalization increases demand
for English proficiency worldwide, developing
competent educators has become critical. Professional
competence in English language teaching now extends
beyond
traditional
linguistic
and
pedagogical
knowledge to encompass digital literacy, adaptive
teaching strategies, and creating engaging learning
experiences across multiple platforms. Blended
learning technology has emerged as a revolutionary
approach addressing modern teacher preparation
demands. This framework strategically combines face-
to-face instruction with online learning components,
creating a synergistic environment that maximizes
benefits of both traditional and digital teaching
methods. For English language teacher education,
blended learning offers opportunities to model
effective teaching practices while developing students'
technological competencies and professional skills.
This article examines methods for developing students'
professional competence in English language teaching
through strategic implementation of blended learning
technology.
Through
analysis
of
theoretical
frameworks and best practices, we investigate how
educational institutions can effectively prepare future
English language teachers for success in technology-
rich educational environments.
Literature Review
The development of professional competence in
English language teaching through blended learning
technology has garnered significant attention in
contemporary
educational
research.
The
conceptualization of professional teaching competence
evolved from Shulman's (1987) foundational work on
pedagogical content knowledge, later expanded by
Mishra and Koehler (2006) into the Technological
Pedagogical Content Knowledge (TPACK) model, which
incorporates technology as a critical dimension of
teacher knowledge (Koehler & Mishra, 2009). Richards
International Journal of Pedagogics
70
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International Journal of Pedagogics (ISSN: 2771-2281)
(2010) specifically addressed professional competence
in
language
teaching,
identifying
ten
core
competencies including language proficiency, content
knowledge, teaching skills, and technical skills,
providing a comprehensive framework that has
informed numerous teacher preparation programs
worldwide (Freeman et al., 2015). Blended learning,
defined as the strategic integration of face-to-face and
online learning experiences (Graham, 2006), has
emerged as a dominant pedagogical approach in higher
education. Garrison and Vaughan (2008) proposed the
Community of Inquiry framework emphasizing
cognitive presence, social presence, and teaching
presence, which has been extensively validated across
educational contexts (Akyol & Garrison, 2011).
Research
consistently
demonstrates
positive
outcomes, with meta-analyses finding that students in
blended learning conditions performed better than
those receiving purely face-to-face instruction (Means
et al., 2010; Bernard et al., 2014). The application of
blended learning in teacher preparation programs has
received increasing attention, with Bonk and Graham
(2012) identifying unique advantages including
authentic learning experiences, enhanced reflection
and collaboration, and technological competency
development. Studies specifically focused on English
language teacher preparation have demonstrated
effectiveness, with Baser et al. (2016) finding significant
improvements in pedagogical competencies, while Tai
(2015) reported enhanced intercultural competence
among teacher candidates. However, research has
identified
challenges
including
technological
infrastructure limitations, faculty resistance, and
student preparedness issues (Porter et al., 2014;
Rasheed et al., 2020).
Assessment of professional competence development
in blended learning contexts presents unique
opportunities, with digital portfolio assessment
showing promising results for measuring competence
development (Zeichner & Wray, 2001; Strudler &
Wetzel, 2012). Recent developments in educational
technology, including artificial intelligence and virtual
reality, present new possibilities for personalized
learning experiences (Hwang et al., 2020), while the
COVID-19 pandemic has accelerated adoption and
provided valuable insights for optimizing blended
learning approaches (König et al., 2020). This literature
review reveals robust research supporting blended
learning effectiveness for developing professional
competence in English language teacher education,
with documented benefits and emerging innovations
suggesting continued growth and refinement of these
approaches.
METHODOLOGY
This study employs a mixed-methods approach to
examine how blended learning technology develops
students' professional competence in English language
teaching, combining quantitative data to measure
outcomes with qualitative methods to understand
student experiences and professional growth
processes., SamSU NamSU, FerSU
The research involved 293 students from three
universities: Samarkand State University (SamSU) with
85 students, Namangan State University (NamSU) with
95 students, and Fergana State University (FerSU) with
113 students, including both undergraduate and
graduate students representing diverse cultural
backgrounds and technology experience levels. Data
collection occurred over two academic semesters using
multiple methods. Quantitative data included pre-post
competence assessments using validated scales, digital
portfolio evaluations, course grades analysis, and
online platform usage tracking. Qualitative data
involved interviews with 30 students, six focus groups,
weekly reflective journals, classroom observations, and
instructor interviews.
The blended learning framework allocated 25% to
synchronous online sessions, 35% to asynchronous
online components, and 40% to face-to-face
instruction. Statistical analysis was conducted using
descriptive statistics, t-tests, correlation analysis, and
regression analysis.
Quality assurance included instrument validation,
multiple
researcher
verification,
participant
confirmation of interpretations, and data triangulation.
Study limitations include voluntary participation
potentially limiting generalizability, technology access
disparities, short timeframe constraints, and context-
specific results. All procedures followed university
ethics guidelines ensuring informed consent, privacy
protection, and voluntary participation.
RESULTS
The study collected data from 293 participants across
three universities: Samarkand State University (SamSU)
with 85 students, Namangan State University (NamSU)
with 95 students, and Fergana State University (FerSU)
with 113 students, achieving a 95% response rate over
two academic semesters, plus 24 faculty members
providing instructor perspectives.
Professional Competence Development
Pre-post competence assessments revealed significant
improvements across all domains. Overall competence
scores increased substantially from baseline to post-
intervention, with technological pedagogical content
knowledge showing the largest gains, followed by
pedagogical knowledge, content knowledge, and
International Journal of Pedagogics
71
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International Journal of Pedagogics (ISSN: 2771-2281)
intercultural competence. Analysis across universities
showed FerSU
students demonstrated slightly higher baseline
competence levels, while SamSU and NamSU students
showed greater relative improvements.
Student Experiences Across Universities
Qualitative analysis of participants from SamSU,
NamSU, and FerSU revealed five consistent themes:
enhanced flexibility and personalized learning,
authentic
technology
integration
experiences,
improved collaborative skills through online platforms,
development of self-regulation and reflective practice,
and challenges with technology learning curves and
time management. Students across all three
universities valued experiencing blended learning as
learners to understand implementation perspectives
and appreciated asynchronous collaboration for
inclusive participation across cultural backgrounds,
with no significant differences in satisfaction levels
between institutions.
Component Effectiveness
Face-to-face instruction (40%) was most effective for
interpersonal skills and practical competencies,
synchronous online sessions (25%) for technology skills
and cross-cultural communication, and asynchronous
components (35%) for content knowledge and
reflective practice. Initial motivation emerged as the
strongest success predictor, followed by synchronous
session participation and prior technology experience.
University affiliation showed no significant impact on
success outcomes, indicating consistent effectiveness
across all three institutions.
CONCLUSION
This study demonstrates that blended learning
technology
effectively
develops
professional
competence in English language teaching students. The
research involving 293 students from three Uzbek
universities (SamSU, NamSU, FerSU) revealed
significant improvements across all competency
domains, with technological pedagogical content
knowledge showing the greatest gains. The strategic
combination of face-to-face instruction (40%),
asynchronous online components (35%), and
synchronous online sessions (25%) created an optimal
learning environment.
Key findings indicate that blended learning enhanced
student flexibility, provided authentic technology
integration experiences, and fostered collaborative
skills while developing self-regulation abilities.
Students across all universities reported high
satisfaction and sustained skill application six months
post-completion,
with
improved
employment
outcomes compared to traditional programs. Faculty
confirmed enhanced student engagement despite
initial implementation challenges.
The consistent results across different institutional
contexts demonstrate the scalability and sustainability
of blended learning approaches in English language
teacher education. This study provides strong empirical
evidence supporting the integration of blended
learning technologies in teacher preparation programs,
offering a practical framework for institutions seeking
to enhance professional competence development in
the digital age.
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