Sitter, JaneAlamri, Nada2023-08-142023-08-142023-02-09https://hdl.handle.net/20.500.14154/68874Table of Contents List of Tables …… List of Appendices …… List of Abbreviations ……. 1. Introduction 1.1 Transitioning from Traditional to Blended Learning 1.2 Integrating ICT into Education 1.3 ICT in the Saudi Education System 1.4 BL and the Pandemic 2. Literature review 2.1 BL Definitions 2.2 Understanding the Term ‘Perception’ 2.3 Demographic Variables and Attitudes 2.3.1 Gender and Age 2.3.2 Educational level, Experience and Training 2.4 Studies on BL 2.4.1 BL Before and After the Pandemic 2.4.1.1 Before the Pandemic 2.4.1.2 After the Pandemic 3. Methodology 3.1 Research Method 3.2 Instrument Design and Population of Study 3.3 Validity and Reliability 3.4 Data Collection Procedure 3.5 Data Analysis 4. Results 4.1 Analysis of Research Q1 4.2 Analysis of Research Q 2 4.3 Analysis of Research Q 3 4.4 Open-Ended Questions 5. Discussion 5.1 Research Q1 5.2 Research Q 2 5.3 Research Q 3 5.4 Limitations and Recommendations 6. Conclusion 7. References 8. AppendicesThis study aimed to determine whether or not the COVID-19 pandemic has had an effect on the perceptions of blended learning held by EFL teachers working in higher education in the Kingdom of Saudi Arabia. This study also looked at how teachers' attitudes differed based on their gender, age, level of education, level of training, and number of years teaching. In addition, 58 male and female EFL teachers participated in a survey questionnaire to provide the necessary data for this study. The results indicated that the attitudes of EFL teachers toward blended learning shifted in a positive direction after the pandemic. Before and after the pandemic, there were no clear differences in how male and female EFL teachers viewed blended learning based on their gender. Also, there was no statistically significant difference between the teachers' opinions and their demographic variables. The results showed that most EFL teachers liked blended learning and thought it made teaching and learning more convenient. Finally, the answers to the open-ended questions about the problems and challenges of blended learning showed that the delivery of these courses was hampered by a lack of training and technical knowledge.89enblended learningperceptionsattitudesCovid-19 pandemicTeachers of English as a Foreign Languagehigher educationThesis