Investigating the effectiveness of blended learning in English foreign language classroom

Abstract

The COVID-19 pandemic has forced educational institutions worldwide to explore new learning modes, including blended learning, which combines face-to-face instruction with online learning. Despite the potential benefits of blended learning, its effectiveness is influenced by several factors that can pose challenges, particularly in terms of student outcomes. This study aimed to investigate the attitudes of third-year English students toward blended learning. A total of 45 students completed an online questionnaire, and three teachers participated in interviews. Results indicated that students had mixed attitudes towards blended learning and generally preferred face-to-face instruction over online learning. Additionally, the study found that while some teachers expressed negative attitudes toward blended learning, others recognized its potential effectiveness and importance. These results highlight the need for educators to consider the challenges and advantages of blended learning and provide appropriate support and resources to help students adapt to this new mode of learning.
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 Keywords: Attitude; blended Learning; Covid-19; E-learning; face-to-face instruction; learning English.