Blended Learning In Efl Classrooms: Perceptions, Challenges, And Pedagogical Innovations

Résumé: As digital technologies increasingly permeate educational settings, blended learning models are becoming integral for teaching English as a Foreign Language (EFL). This study explores the transformative potential of blended learning role in enhancing language acquisition, engagement, and flexibility in EFL classrooms by combining online resources with traditional face-to-face teaching. A questionnaire was administered to (15) master one students of English at Khenchela University to check their perceptions towards the issue. The questionnaire focused on aspects such as language proficiency, engagement, and challenges faced in this instructional model. The findings revealed that students appreciate the interactive nature of blended learning and perceive it as beneficial for language practice, particularly through online activities. However, they express concerns regarding motivation and access to technology. These insights highlight the need for teachers to implement supportive measures to optimize blended learning environments. The study concludes by discussing future trends in blended learning, including the integration of AI-driven tools to further enhance language acquisition.

Publié dans la revue: المجلة الدولية للدراسات الإنسانية