Blended Learning and AI-Supported English Instruction for Tourism Students: Reported Outcomes, Teacher Barriers, and Pedagogical Roles

Abstract

There are dramtic transformations undergone in learning and teaching activities as a positive shift from the appearance of the Internet and the network techonology (Cheng & Chau, 2016). Educational activities, especially in higher education, have been witnessing many changes and adjustments to suit the new situation based on scientific, technical development, and infrastructure availability post COVID-19. As a result, the application of blended learning, a form of education that combines both learning via electronic devices as well as online media and face-to-face traditional classroom, in higher education, especially in foreign language courses, is increasingly popular. Moreover, with the dramatic development of Artificial Intelligence (AI) nowadays, blended learning together with AI can be seen as a powerful combination. Tourism students, along with this trend, may improve their learning and practical experience through this adaptive and realistic approach, which helps them in the globalization and sustainable development of this industry. Drawing on recent studies published in reliable academic sources, this literature review aims to synthesize existing evidence on the reported effectiveness as well as barriers of applying blended learning and AI in teaching English skills to tourism learners. Based on the findings, recommendations will be provided on teaching methods and curriculum program to enhance the effectiveness of this application.