Student Preferences in Blended and Fully Online English Language Learning in Norway and Sweden (2019-2022)

Abstract

This study examines English-language students’ experiences with digital learning in Norway and Sweden from 2019 to 2022, focusing on blended learning (BL) and fully online learning environments (FOLEs). BL integrates physical and digital teaching, while FOLEs are entirely digital. Four student groups – science majors, in-service teachers, foundational-year students, and pre-service teachers – participated in CLIL courses taught in English. Using the Community of Inquiry (Col) and digital literacies framework, the study analyses student preferences to understand and create student-centred online learning communities in language learning environments. Understanding student preferences in blended and online language learning is essential for course design, as traditional assumptions may not align with actual needs, particularly regarding orality and interaction in synchronous spaces, where teaching presence and digital literacies can enhance engagement.