Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review

Round 1

Reviewer 1 Report

The paper reports on a systematic review of the recent research literature on blended learning in ESL classrooms (2017-2022).  For the most part, the paper describes the procedures undertaken to conduct the review in a systematic manner.  The search strategies, terms and limits, and databases are carefully detailed so that the review could be replicated by other researchers.

A final selection of 32 articles is included in the review, and an analysis of the findings of the studies reviewed is organised into 4 themes “to evaluate the blended learning practices used at the learning institutions for the purpose ESL teaching and learning” (l. 126).

The manuscript is clearly and logically structured and the references are recent and relevant to the stated search criteria. However, the concept of “sustainable ESL education” signalled in the title and introduction was not addressed in the search criteria, and while mentioned in the discussion, could have been explored in greater depth to provide a critique of blended learning practices in relation to issues of sustainability or sustaining lifelong education. Enhancing this aspect of the paper would improve the direct relevance of the article for publication in this journal.

The submission as a whole needs further careful editing and proofreading to clarify intended meanings at the sentence and word level.  The support of a professional editing service is recommended. Some specific comments relating to expression and grammar have been included in the annotated file.

Comments for author File: Comments.pdf

Author Response

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Author Response File: Author Response.pdf

Reviewer 2 Report

The paper represents the analysis of interest that helps the administrators of higher education to better organize the ESL (English as a 2nd language) courses. The study' methodology is correctly described, the outcomes are presented with the necessary details.

There are several remarks that could enrich the study:

- The positive attitude of students to technology-based learning tools is mentioned according to the study. Which attitude do the teachers have? Is it found out in the analyzed articles? 

- Is the positive attitude explained by the saving in time (to move), in cost (the blended learning is cheeper)? and Do this positive impact of technologies compensate the change (potential reducing) of efficiency of learning? Does this positive impact correlate with the initial motivation of students?

- The social media mentioned in the research is FB with messenger WA, but in China it could be Wechat, in Ukraine vContacte, in different countries it could be Telegram, etc. It seems to be pertinent to note, that other social media also exists and are used, according to the sociocultural habits.

These questions could be the subject of autonomous research, but they reflect some limitations to the study or, at least, should be mentioned as further questions to deepen the research outcomes.

line 75 - "... which categorizes, chooses and critically evaluate the past.." - should it be "evaluates"?

line 290 - "revealed that Wiki as a suitable platform for the ESL learners to draft and to revise their" - may be, "... Wiki is..." ?

To conclude, I recommend to enlarge the list of the limitations of the study' field, and I wish good luck to the authors.

Author Response

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Author Response File: Author Response.pdf

Reviewer 3 Report

This article describes a systematic review of blended learning in ESL studies since 2017. For the research question "What are the blended learning strategies implemented for the learners in the ESL classroom?", 32 articles were selected based on the PRISMA protocol and categorized into four themes, and the techniques and tools used were summarized.

Through this article, audiences could find which technologies are the main focus of current ESL studies. However, when selecting appropriate technologies or tools for ESL practices, it is essential to consider what issues to be resolved. This survey only categorizes technologies and tools and is not so informative in selecting them.

The following are comments to improve the article.

• The term "Blended Learning" is well-known in teaching and learning research, but the authors should provide a definition (or overview) in the introduction as a survey article.
• If there is only one research question in this article, it should be RQ, not RQ1.
• In section 1.1, the authors stated, "There are quite a number of studies which emphasized the different blended learning strategies used for the purpose of teaching and learning previously." It should include several relevant references as a survey article. 
• Section 3.2 summarizes the four themes of the survey. This may refer to the blended learning strategies in RQ. However, since specific strategies are considered to solve specific ESL problems, it is first necessary to organize the ESL issues and then identify and organize the strategies as solutions.
• This survey summarizes what kind of technologies and tools are used in ESL and their effects. However, to discuss blended learning strategies, it is necessary to discuss how to apply the technologies and tools in the ESL process.

Author Response

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Author Response File: Author Response.pdf

Reviewer 4 Report

The introduction needs to be improved. It is necessary to focus on the limitations as well as the positive aspects of blended learning.

Research questions should be included in the introduction. The purpose of the research, the problem sentence and questions should be presented before the method.

Discussion section should be rewritten. It was too short and insufficient.

Author Response

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Author Response File: Author Response.pdf

Round 2

Reviewer 3 Report

None.

Reviewer 4 Report

The authors made the changes I suggested and I would like to accept the article for publication.