Fostering engagement and autonomy in blended foreign language learning for adult learners in Higher Education

Abstract

This paper investigates strategies for enhancing engagement, intrinsic motivation, and learner autonomy in blended foreign language learning for adult students in higher education. Drawing on adult learning theories, it underscores the importance of self-directed learning, active participation, and flexible environments that accommodate learners balancing academic, professional, and personal responsibilities. The study presents a case from the University of the Peloponnese (in Greece) involving undergraduates students enrolled in the course “French for Social and Political Scientists.” During exam preparation, supplementary materials were provided via the eClass platform, enriched with gamified and interactive tools such as Wordwall, Quizlet, and Kahoot. These applications offered self-paced practice, immediate feedback, and opportunities for both individual and collaborative learning, fostering engagement while reducing learner anxiety. Students reported improvements in vocabulary, reading and listening comprehension, pronunciation, and digital skills. Quantitative results showed a 23% increase in average exam scores among participants using these tools. Qualitative feedback highlighted enhanced motivation, stronger community bonds, and sustained autonomous learning beyond the course’s completion. The findings suggest that integrating well-designed digital interventions within blended environments transforms exam preparation into a dynamic, personalized, and socially connected experience. This approach not only supports language acquisition but also cultivates essential skills for lifelong learning, offering a replicable model for diverse higher education contexts.