THE EFFECTIVENESS OF BLENDED LEARNING IN TEACHING ENGLISH LITERATURE

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Blended learning has become a transformative approach in the modern education system, particularly in the field of language and literature instruction. This article investigates the effectiveness of blended learning in teaching English literature at the university level. Drawing on current pedagogical theories and recent research from 2020 to 2025, the study examines how the integration of digital tools and traditional classroom techniques enhances students’ comprehension, analytical thinking, and engagement with literary texts. The article explores the pedagogical design of blended instruction, student-teacher interaction, and the role of digital platforms in literary analysis. Case studies from universities implementing blended literature curricula are included, along with insights from instructors and students. The findings demonstrate that blended learning promotes independent learning, deeper engagement with literary materials, and improved academic performance, although it presents challenges such as digital literacy gaps and technological infrastructure issues. Recommendations are provided for educators and institutions aiming to implement or enhance blended learning frameworks in literature education.