Lecturers’ Transformational Leadership, Technology Use, and Student Engagement in Blended EFL Learning: A Literature Review

Abstract

Blended learning is now widely used in Chinese higher education EFL courses, yet sustaining student engagement—especially online—remains difficult. This literature review synthesizes theory and evidence on how lecturers’ transformational leadership and technology-integrated teaching influence student engagement in blended EFL learning, with student interaction as a key mediating mechanism. Guided by the Community of Inquiry framework, Transformational Leadership Theory, and the TPACK model, the review explains how leadership and purposeful technology use can enhance teaching presence and promote learner–lecturer, learner–learner, and learner–content interaction, thereby supporting behavioral, emotional, and cognitive engagement. While existing studies generally report positive links between transformational teaching, pedagogically aligned technology use, and student outcomes, integrated evidence in Guangzhou’s private universities remains limited. The review highlights key gaps and suggests future directions for mechanism-focused, context-sensitive research.