VietTESOL International Convention 2025

Access to quality English education remains a challenge in rural areas. This study investigates the implementation of a blended learning model that combines face-to-face instruction with online learning tools to support English language development for rural high school students in Bạc Liêu province. Grounded in constructivist learning theory (Vygotsky, 1978) and the community of inquiry framework (Garrison & Vaughan, 2008), the study was conducted over eight weeks with 120 Grade 10 students at Bạc Liêu High School. The blended model incorporated offline communicative lessons with asynchronous learning via Padlet, Zalo, Quizizz, and YouTube. Students worked on vocabulary, listening, and speaking tasks while gradually building learner autonomy. A mixed-methods design was used: pre- and post-tests assessed linguistic gains; questionnaires and focus group interviews captured students’ motivation, perceptions, and challenges. Findings indicated significant improvements in vocabulary and speaking skills. Students reported increased motivation, flexibility, and autonomy in learning. However, challenges such as unstable internet access and digital literacy gaps also emerged. This study provides a replicable model of blended learning for resource-limited contexts. It offers practical lesson plans and strategies for combining technology with face-to-face instruction to enhance learner engagement and access. The findings support the integration of blended learning as a tool for promoting equitable, sustainable English education aligned with SDG 4: Quality Education.