Theoretical Perspectives on the effects of different types of Blended and Technology-Enhanced Project-Based Language Learnig on Speaking anxiety and Speaking self-efficacy: A Review of Key Constructs

This theoretical review explores key constructs and pedagogical frameworks related to blended learning and technology-enhanced project-based language learning (TEPBLL). Focusing on concepts such as learner autonomy, speaking anxiety, self-efficacy, and authentic learning environments, the study examines major blended learning models—including inclusive, quality-oriented, and digital classroom conceptualizations—and their integration with project-based approaches in second language education. Drawing on recent literature, the review analyzes the benefits and challenges of flexible blended learning and blended project-based learning (BPBL), highlighting their potential to support differentiated instruction and learner engagement. The synthesis culminates in a conceptual framework that can inform future empirical research and instructional design in technology-mediated language learning environments, particularly those seeking to integrate cognitive, affective, and digital dimensions of pedagogy.

کلیدواژه ها:

Blended Learning ، Technology-Enhanced ، Project-Based Learning ، Perspectives ، Key Constructs.