Exploring International Students’ Engagement and Satisfaction in EAP Blended Learning: A Qualitative Study

Abstract

The increasing integration of blended learning within higher education has reshaped the pedagogical approaches in transitional, foundational and pre-sessional, academic English teaching and learning programmes. These programmes are designed to support international students, driven from diverse cultural and educational backgrounds to progress and thrive in their undergraduate and postgraduate studies in UK universities. This study examines international students’ perceptions and learning behaviours within blended learning and how the technology incorporated into this model can impact learning engagement and satisfaction. Data was collected through interviews and focus groups with 40 students. In addition, reflective diaries from 12 students were obtained and analysed to gain insights into students’ learning behaviour and practices in synchronous and asynchronous learning environments. The findings reveal variations in students’ preferences for the online components of blended learning. Teachers’ and students’ social presence, or interpersonal relationships, are crucial to students’ learning engagement, and maximising face-to-face time can promote students’ learning satisfaction. Students perceived signs of autonomous learning, and the structure of blended learning can support students’ preparedness for UK higher education. The study provides guidance and offers implications for tutors, course developers, and all stakeholders engaged with international students.