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This research paper centers its attention on analyzing the blended learning method used in educational system in America, Europe and Kazakhstan, its holistic concept, perspectives, potential, applications, effectiveness and implementation. To determine the efficiency of the blended learning, we conducted a survey among English teachers using comparative analysis, an interview, a survey, and a questionnaire which revealed that the opinions differ regarding to the essence of blended learning technology, frequency, difficulties, problems in use and their solutions within the framework of the students’ independent work (SIW) and students’ independent work with a teacher (SIWT). According to the study the most effective, frequently used models in teaching a foreign language are considered by teachers to be the “Face-to-face” model (20.4%), as well as the "Training with continuation" model (12.2%). We also conducted a pedagogical comparative experiment among students on the basis of a higher educational institution. Two groups of students were selected: control group and experimental group. The research showed that using this method increased the students’ level of English language skills (listening by 15%, reading by 18%, writing by 10%, speaking by 9%, and students’ motivation in learning boosted by 22%) during one semester. Overall, the findings derived from the investigation indicate a pressing demand for a pragmatic comprehension of the theoretical foundations of the blended learning in the specific context of higher education programs.
Kopzhassarova et al. (Fri,) studied this question.