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Journals / Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi / 2026 / Cilt: 11 Sayı: 1

Blended Learning in Foreign Language Education: General Trends in National Research

Yabancı Dil Eğitiminde Harmanlanmış Öğrenme Modeli: Ulusal Araştırmalardaki Genel Eğilimler

Nihal Çatal(ANKARA ÜNİVERSİTESİ)0009-0000-7009-8486
Ozlem Cakir(ANKARA ÜNİVERSİTESİ)0000-0002-7306-5820
Pages
1–39
Publication Date
2026-07-03
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that the studies were particularly concentrated in 2023, were largely written in English, and most frequently employed the mixed-methods approach.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:With technological advancements, educational processes have undergone a significant transformation, which has particularly facilitated the widespread adoption of technology-supported learning models in foreign language education.
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Key Findings & Data:In this context, blended learning, which integrates face-to-face instruction with online learning environments, has emerged as one of the prominent models in recent years.
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Conclusion & Impact:The findings indicate that the studies were particularly concentrated in 2023, were largely written in English, and most frequently employed the mixed-methods approach.
🔬Design:Survey & Empirical Study
📍Scope:2015-2025 Verileri
⚙️Variables:Harmanlanmış Öğrenme · Yabancı Dil Eğitimi · Doküman Analizi

Abstract

With technological advancements, educational processes have undergone a significant transformation, which has particularly facilitated the widespread adoption of technology-supported learning models in foreign language education. In this context, blended learning, which integrates face-to-face instruction with online learning environments, has emerged as one of the prominent models in recent years. The aim of this study is to examine postgraduate theses and scientific articles on blended learning in the field of foreign language education in Türkiye between 2015-2025 in terms of various variables. The study was conducted using the document analysis method, one of the qualitative research approaches. The data source consists of a total of 63 studies (11 doctoral dissertations, 27 master’s theses, and 25 articles) obtained from the YÖK Academic and YÖK Thesis Center databases, meeting the specified criteria. The studies were analyzed in terms of publication type, publication year, language of publication, research method, research design/model, data collection tools, sample/participant group type, sample/participant group size, and data analysis methods. In this trend research, descriptive content analysis was employed in the analysis of the data. The findings indicate that the studies were particularly concentrated in 2023, were largely written in English, and most frequently employed the mixed-methods approach. Additionally, interviews and questionnaires were the most commonly used data collection tools, while university students were the most frequently studied sample/participant group. It was also determined that studies were generally conducted with small to medium-sized sample/participant groups and that quantitative methods were more commonly used in data analysis. Based on these findings, it is recommended to increase methodological diversity in blended learning research in foreign language education, to conduct studies involving different educational levels and larger sample/participant groups, and to encourage more comprehensive research, particularly at the doctoral level.

Özet

Teknolojik gelişmelerle birlikte eğitim süreçleri önemli bir dönüşüm yaşamış ve bu dönüşüm özellikle yabancı dil eğitiminde teknoloji destekli öğrenme modellerinin yaygınlaşmasına zemin hazırlamıştır. Bu bağlamda yüz yüze öğretim ile çevrim içi öğrenme ortamlarını bir araya getiren harmanlanmış öğrenme modeli, son yıllarda yabancı dil öğretiminde öne çıkan modellerden biri haline gelmiştir. Bu araştırmanın amacı, 2015-2025 yılları arasında Türkiye’de yabancı dil eğitimi alanında harmanlanmış öğrenme modelini konu alan lisansüstü tezler ve bilimsel makalelerin çeşitli değişkenler açısından incelenmesidir. Araştırma, nitel araştırma yöntemlerinden doküman inceleme yöntemi kullanılarak yürütülmüştür. Veri kaynağını, YÖK Akademik ve YÖK Tez Merkezi veri tabanlarından ulaşılan ve belirlenen ölçütleri karşılayan toplam 63 araştırma (11 doktora tezi, 27 yüksek lisans tezi ve 25 makale) oluşturmaktadır. Araştırmalar; yayın türü, yayın yılı, yazım dili, araştırma yöntemi, araştırma deseni/modeli, veri toplama araçları, örneklem/çalışma grubu türü, örneklem/çalışma grubu büyüklüğü ve veri analiz yöntemleri açısından incelenmiştir. Bu eğilim araştırmasında verilerin analizinde betimsel içerik analizi kullanılmıştır. Araştırma bulguları, çalışmaların özellikle 2023 yılında yoğunlaştığını, büyük ölçüde İngilizce yazıldığını ve en sık karma araştırma yönteminin tercih edildiğini göstermektedir. Ayrıca veri toplama araçları arasında görüşme formu ve anketlerin, örneklem/çalışma grubu olarak ise çoğunlukla üniversite öğrencilerinin öne çıktığı; araştırmaların genellikle küçük ve orta büyüklükte örneklem/çalışma grupları ile yürütüldüğü ve veri analizinde nicel yöntemlerin daha yaygın kullanıldığı belirlenmiştir. Elde edilen bulgular doğrultusunda, yabancı dil eğitiminde harmanlanmış öğrenme alanındaki araştırmaların yöntemsel çeşitliliğinin artırılması, farklı eğitim kademelerini kapsayan daha geniş örneklem/çalışma gruplarıyla araştırmalar yürütülmesi ve özellikle doktora düzeyinde daha kapsamlı çalışmaların teşvik edilmesi önerilmektedir.

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Cite This Article

Çatal, N., Cakir, O. (2026). Blended Learning in Foreign Language Education: General Trends in National Research. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, Cilt: 11 Sayı: 1, 1–39. https://doi.org/10.55107/turksosbilder.1930946

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