An Exploration into Teachers’ Perceptions of Implementing Blended Learning in EFL Classrooms at Saudi Universities

Abstract

This study explores the teachers’ perceptions of implementing blended learning (BL), which is the use of the traditional face-to-face learning with the online learning, in EFL classes at Saudi Universities. It uses the theory of constructivism which suggests that an individual could be affected by several factors such as culture, social aspects, cognitive development and prior experiences to construct their views, as an underpinning framework to understand how teachers perceive BL. This paper is a mixed method study which uses questionnaire and interviews to collect the data from 100 EFL teachers working in Saudi Higher Education. The findings of this study reveal that overall, teachers have a positive attitude toward implementing blended learning in their classes due to its various advantages, such as it provides teachers with the ability to personalize their teaching; it incorporates numerous teaching materials, and further, facilitates improvement of learners’ study skills and English language acquisition.

However, some teachers indicated that they may face several challenges when using blended learning such as class management and students’ dis engagement; their need for technical support, lack of electronic devices and availability of the internet, and lack of students’ readiness and preparation for the use of blended learning. Nevertheless, some teachers were able to provide solutions to overcome these challenges, such as monitoring students' learning process to ensure engagement; using portable Wi-Fi and creating extra paper-based activities when faced with internet disconnection issues.