El B-learning en la adquisición del vocabulario del idioma inglés.

Abstract

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 the acquisition of English vocabulary, focusing on teacher perception, curricular planning, and the identification of pedagogical strategies and interactive activities supported by technology. The research adopted a qualitative, descriptive–propositive approach with a non-experimental and cross-sectional design. Data were collected through a semi-structured interview with the course instructor, documentary analysis of the English A1 syllabus using a checklist, and a bibliographic review supported by a theoretical analysis matrix. The findings reveal a positive teacher perception of B-Learning, highlighting its contribution to vocabulary practice and retention through the integration of digital platforms and multimedia resources. The documentary analysis shows a coherent articulation between face-to-face and virtual activities, although limitations were identified in the systematic use of formative feedback. Additionally, the theoretical analysis allowed the identification of strategies such as mobile learning, multimedia resources, gamification, and flipped classroom activities as effective approaches for vocabulary acquisition. These results suggest that B-Learning constitutes a relevant pedagogical model for enhancing lexical development in English when supported by diversified strategies and structured feedback processes.