Learner Affective and Cognitive Engagement with Blended Synchronous Peer Instruction

The interaction between online and offline students poses a significant challenge in blended synchronous learning (BSL). To address this issue, this study explores how learners engage in blended synchronous oral discussions in form of Peer Instruction, utilizing a design-based research (DBR) approach. Through three iterations and based on student feedback, it was found that blended synchronous Peer Instruction facilitates deep cognitive engagement for learners. However, the technological challenges and the interactional characteristics of second language learning introduce new difficulties and obstacles to learners' cognitive engagement. Therefore, the design of blended synchronous Peer Instruction should focus on strengthening teacher scaffolding, refining the format of discussions, reducing the complexity of topics, and incorporating instructional facilitators, among other factors.