B-Learning in the acquisition of English vocabulary

Abstract

Introduction: The integration of information and communication technologies has transformed the teaching of English as a foreign language, giving rise to hybrid models such as blended learning (B-Learning). This study aims to analyze the role of the B-Learning model in English vocabulary acquisition, focusing on teachers' perceptions, curriculum planning, and the identification of pedagogical strategies and interactive activities supported by technology. Materials and methods: The research adopted a qualitative, descriptive-propositive approach with a non-experimental, cross-sectional design. Data were collected through a semi-structured interview with the course teacher, a document analysis of the A1 English program using a checklist, and a literature review supported by a theoretical analysis matrix. Results: The findings reveal a positive perception among teachers regarding B-Learning, highlighting its contribution to vocabulary practice and retention through the integration of digital platforms and multimedia resources. Discussion: The document analysis shows a coherent articulation between face-to-face and virtual activities, although limitations were identified in the systematic use of formative feedback. Furthermore, the theoretical analysis identified strategies such as mobile learning, multimedia resources, gamification, and flipped classroom activities as effective approaches for vocabulary acquisition. Conclusions: These results suggest that blended learning (B-Learning) is a relevant pedagogical model for enhancing English vocabulary development when supported by diverse strategies and structured feedback processes.