Abstract
This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor’s weekly observation of the students’ presence and performance online, the researcher collected data about the students’ progressive learning of the public speaking skills, peer feedback, and the students’ assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students’ attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase. 
Highlights
Teachers, professors, and specialists in the field altogether have contributed to the innovation of new mechanisms, taking an extra step towards finding better, efficient, and effective ways on the journey of student building
Oliver and Trigwell adjudged in a critical analysis in 2005 that blended learning naturally demands the use of a minimum of two different approaches for a given subject (Hrastinski, 2019)
A good example to further elaborate on this point would be Sir Isaac Pitman’s launching of a “distance education course” (Pappas, 2019) back in the 1840’s in what might be considered as the first blended learning course
Summary
Professors, and specialists in the field altogether have contributed to the innovation of new mechanisms, taking an extra step towards finding better, efficient, and effective ways on the journey of student building. A good example to further elaborate on this point would be Sir Isaac Pitman’s launching of a “distance education course” (Pappas, 2019) back in the 1840’s in what might be considered as the first blended learning course. In addition to a classical face-to-face class, Sir Isaac started mailing short texts to his students who were required to send them back in order to be corrected and graded (Pappas, 2019). It wasn’t until the 1960’s that a very initial interpretation of blended learning using computers appeared (Bersin, 2004). Training had gradually switched from being instructor-led to being automated; PLATO (Programmed Logic for Automatic Teaching Operations) was a program that had a set of courses offered from multiple academic levels (Bersin, 2004)
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