Volume 12 - Issue 71
/ November 2023
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DOI: https://doi.org/10.34069/AI/2023.71.11.5
How to Cite:
Alkhannani, B. (2023). The impact of blended learning on undergraduate english language learners: A case study at Ha'il
University, Saudi Arabia. Amazonia Investiga, 12(71), 61-76. https://doi.org/10.34069/AI/2023.71.11.5
The impact of blended learning on undergraduate english language
learners: a case study at Ha'il University, Saudi Arabia
Received: October 27, 2023 Accepted: November 30, 2023
Written by:
Badriah Alkhannani1
https://orcid.org/0000-0003-0560-2062
Abstract
In current times, blended learning has emerged as one of the most noteworthy trends in the educational
sector. Blended learning approach is a group of various learning approaches and elements that may be
integrated to assist learners in fulfilling their instructional goals more efficaciously than learning in
traditional learning environments and combines the best aspects of online and instructor-led learning and
-- on-re, how
blended learning may be utilized in an effective manner for developing the English language expertise of
learning platforms that tailor content based on individual student achievements. The outcomes report that
the blended learning approach can be exploited for enhancing the environment of English learning for
motivating the students toward the learning English language. The study at Ha'il University concluded that
the integration of technology provides access to diverse digital resources, such as online lectures and
interactive simulations, enhancing the overall educational experience. Thus, the teaching English at the
undergraduate level through a mixed learning approach will be sufficient to support all facets of learning
and teaching.
Keywords: Blended Learning, Computer Assisted Learning, Educational System, Information and
Communication Technology, Online Learning, Students.
:
Introduction
The English language occupies an indispensable
role in the global arena. Its influence permeates
almost every facet of human activity,
encompassing areas such as academia, business,
administration, information technology, and
1
Assistant Professor, Department of English, College of Arts, University of Hail, Saudi Arabia.
more. In Saudi Arabia, English is a key
component of the educational curriculum, being
a mandatory subject from the 6th grade through
to university level. Currently, the Saudi Ministry
of Higher Education is considering introducing
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English language instruction starting from the
4th grade to achieve more effective outcomes.
English is the most widely used language
worldwide, driven by its global demand. It is not
only a key language in technology but is also
employed extensively in various fields, including
commerce and international business, as noted by
McCarthy and Murphy (2010). Moreover, the
ambitious Saudi Vision 2030 includes significant
reform proposals for the nation's education
system and policies, to be implemented in stages
(Al-Seghayer, 2021). Key strategic objectives of
Saudi Vision 2030 for the education sector
include bridging the gap between post-secondary
educational outcomes and labor market needs,
enhancing the quality of higher education in the
kingdom, positioning at least five Saudi
universities among the world's top 200, and
improving the academic performance of Saudi
students (Al-Seghayer, 2021).
Given the English language's status as a
repository of global information and practical
communication, it is a primary medium of
instruction in higher education worldwide,
including in other Gulf countries including Saudi
Arabia. Despite its widespread acceptance, there
remains a need to enhance the proficiency of
learners to meet the requirements of various
professional sectors.
Blended learning is an educational approach that
combines face-to-face teaching with online
teaching. This approach has become a growing
trend in higher education, as it offers students
greater flexibility and control over their own
learning. Blended learning, a mix of diverse
instructional methods, supports students in
achieving their educational objectives more
effectively compared to traditional settings
(Hartman et al., 2007; Teeter, 1997). This
approach combines online and in-person
instruction, tailored to individual or small group
settings (Dziuban et al., 2004). Blended
learning's strength lies in its personalized content
design, enabling learners to engage with the
material at their preferred pace and time. It
allows students to focus intensively on new or
challenging content and proceed at their own
speed. In face-to-face sessions, instructors can
directly address students' questions and guide
them towards their goals. This method enhances
learning by allocating more effective and
authentic time for student engagement in both
online and offline environments. Learners are
more motivated as they can track their progress
and receive immediate feedback. Blended
learning employs strategies that integrate online
learning techniques with traditional methods
focused on group activities. The utilization of
blended learning in studying English and
practice-based learning significantly enhances
students' performance and skills.
Saudi Arabia's educational system is currently
undergoing significant transformation, striving
to meet new challenges and fulfill students'
educational needs. This transition involves
embracing innovative technological tools and
exploring fresh approaches to ensure quality
education for all. Factors such as the COVID-19
pandemic, socio-economic constraints, limited
budgets, and lack of facilities have hindered a full
transition away from traditional educational
methods.
A report revealed that when undergraduate
students were asked about their preferred mode
of instruction, they were almost evenly split
between favoring traditional classroom teaching
and ICT (Information and Communication
Technology)-based methods (Nuzhat et al.,
2013). Traditional teaching methods, despite
their limitations, provide essential human
interaction in the learning process. The
personality and behavior of teachers greatly
influence the development of students'
characters. However, this approach alone may
not fully prepare students for the demands of the
modern job market and professional
requirements, as face-to-face interaction alone
may not impart sufficient knowledge and skills.
Conversely, ICT-based teaching is emerging as a
powerful alternative, aligning education with
technological advancements and globalization. It
minimizes errors in instruction, enhances quality,
and broadens students' exposure. ICT-assisted
teaching introduces a new dimension to learning,
granting access to a vast array of knowledge and
offering diverse learning opportunities. This
method is inclusive, benefiting all types of
learners, including undergraduates,
postgraduates, and even in-service employees,
particularly those who are physically challenged.
The COVID-19 pandemic highlighted its
effectiveness in reaching a wide range of
students.
Considering these facts and identified research
gaps, the current study aims to evaluate the
feasibility of adopting 'blended learning' in
teaching and learning the English language at the
undergraduate level at Ha'il University. The
present study explores the impact of blended
learning on undergraduate English students at
Ha'il University, Saudi Arabia. The major
Alkhannani, B. / Volume 12 - Issue 71: 61-76 / November, 2023
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objective of the present study was to evaluate
students' perceptions of blended learning in the
context of the English learning and identify the
benefits and challenges of blended learning for
undergraduate English learners of Saudi Arabia.
The study was based on a survey of
undergraduate students who had participated in
at least one English course with a blended
approach. This investigation is particularly
relevant in the current context, as blended
learning aligns with learners' expectations of
integrating technology into their language
studies. It offers the flexibility needed for
learners to manage their busy schedules and
aligns with the Saudi government's policies
promoting technologically aided learning.
Overall, the findings of the current study prove
that blended learning can be an effective tool in
improving English learning in higher education.
However, it is important to address the
challenges associated with blended learning to
ensure its success.
Literature Review
In a recent action research by Zhang (2023)
reported enhanced oral production in integrated
English blended teaching through a production-
oriented approach. This study highlights the
effectiveness of a production-oriented approach
in blended learning environments for improving
aligns with current educational trends that
emphasize active learning and student-centered
approaches, providing empirical support for
incorporating such methods in language teaching
work on blended learning approach in English
teaching addresses both the effectiveness and
challenges of this method. His study underscored
the benefits of blended learning, such as
increased student engagement and improved
learning outcomes, while also acknowledged the
technological and infrastructural challenges that
can impede its implementation. The dual focus
work offers a balanced view of blended learning,
highlighting the need for careful planning and
resource allocation to overcome potential
obstacles (Xueshan, 2023).
In another study, the effect of small private
online course and Flipped--based
blended teaching strategy on first-year English-
Zheng & Lee (2023). Their research
demonstrates how blended teaching strategies
can enhance academic performance, particularly
in language learning. This approach combined
online self-learning with classroom interactions
and offered a promising avenue for language
educators looking to optimize learning
experiences for students (Zheng & Lee, 2023).
Lillian et al., (2023) explored teachers'
perceptions of blended learning and its impact on
language skills acquisition in Kenya. Their
learning is as a vital tool for improving language
education, although they also note challenges
related to resources and training. This study
highlights the importance of teacher perspectives
in the successful implementation of blended
learning strategies (Lillian et al., 2023). The
recent study of Melnyk (2023) discussed the
formal, non-formal, and informal content
domains of blended learning for prospective
English university teachers. Melnyk study
provides insights into how blended learning can
be structured to cater to the diverse needs of
future educators, emphasizing the importance of
a comprehensive approach that includes various
forms of content and interaction (Melnyk, 2023).
Whereas Xiangze & Abdullah (2023)
investigated the use of station rotation with a
gamification approach to increase student
engagement in learning English online. Their
research suggests that gamification can
significantly enhance student motivation and
engagement in blended learning environments,
providing a novel approach to making online
learning more dynamic and interactive (Xiangze
& Abdullah, 2023). Lately, a report published on
application in enhancing English oral
competence at Ton Duc Thang University and
emphasizes the positive views of students
towards blended learning, particularly its impact
on improving oral language skills, thereby
evaluating the effectiveness of blended learning
methods (Thy & Nhân, 2022).
Earlier, Millimouno et al., (2021) explored
scanty evidence suggesting that digital education
is comparably effective to traditional learning for
enhancing communication skills in medical
students and reported blended digital education
appears to be at least as effective, if not more so,
than traditional learning in fostering
communication skills and knowledge. Also, they
observed no discernable difference in post-
intervention skills between more and less
interactive forms of digital education
(Millimouno et al., 2021). Likewise, Nong et al.,
(2023) summarized his findings on blended
learning as positive effects were observed
between academic self-efficacy and learning
engagement, but a negative association was
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noted with cognitive load; Cognitive load did not
show a significant influence on learning
engagement; Learning engagement positively
contributed to increased academic self-
confidence; and Cognitive load exhibited a
negative effect on the enhancement of academic
self-confidence.
Similarly, while working on learning techniques,
Ng & Yip (2019) found that the flipped
classroom strategy positively impacts learning by
diminishing cognitive load, increasing
engagement, improving accuracy, boosting
motivation, enhancing attitudes, and increasing
satisfaction with both the course and self-
efficacy in higher education. However, a notable
challenge of the flipped classroom is students'
unfamiliarity and the need for proper adaptation.
The inversion method also results in an elevated
workload for teachers. Despite these challenges,
the analysis of the research findings suggests that
higher education can effectively employ the
flipped classroom approach.
The findings of Li & Yu (2022) suggest that
environments with higher immersion levels
result in increased presence and improved
learning outcomes. While working on metaverse,
they report that metaverse-based education can
play crucial roles in blended learning contexts.
Metaverse platforms not only offer more than
just online games but also facilitate self-directed
learning experiences. Additionally, the
metaverse opens avenues for expanding the
scope of English education, with the potential to
enhance academic performance and grant
ore freedom to explore inquiries (Li
& Yu, 2022).
Considering the progress of learning process,
introducing innovation and making the process
more effective by including novel pedagogical
techniques, resources, and ICT techniques are
welcomed and based on published research, it is
proven that these innovation in teaching
techniques are completely adjustable and are
getting wider acceptance. Based on research gaps
identified, the present research offers a
theoretical implication and practical
recommendation for educators and researchers
aiming to enhance the development of blended
English learning.
Methodology
The present study employed a cross-sectional
descriptive analytic method and utilized a
quantitative approach by employing a scale as a
means of gathering data. The objective of the
study was to investigate the learning strategies
utilized by students, irrespective of their
familiarity or intentional use of these strategies.
Participants & Study Design
In this study, there is designed a set of
questionnaires based on a self-administered web-
rooted Google form for dataset collection for the
cross-sectional investigations. The participants
were undergraduate students of the Department
of English, College of Arts, University of Ha'il,
Saudi Arabia. The participating students are
studying at the university for more than a year and
come from various social, educational,
economic, and geographic backgrounds. All of
the participant's students were made attentive
regarding the objective of the study well. This
study has been carried out between February
2022- July 2022. The subjects' involvement in
the present research investigation has been
entirely voluntary, as well as participant identities
were kept confidential throughout the study.
Data collection tools
There has been prepared a set of distinct
questionnaires containing overall 10 questions
for this study. These prepared questions were
distributed to 100 people and then updated to
match the needs of the people who took part. The
reliability and KaiserMeyerOlkin (KMO) tests
were performed to validate further the
questionnaire. The KMO test is a type of
statistical assessment to check, if the data is
adequate for factor analysis. Thus, KMO test
calculates sampling adequacy for each variable
in the model and the complete model.
The survey was divided into two parts, with the
first component containing questions about the
participants' demographic features. The second
component of the survey included questions
about the many characteristics of traditional and
virtual learning modes and teaching and their
ramifications. The research questionnaire was
carefully constructed with the study's objectives
in mind.
Statistical analysis
The data received from the questionnaire was
processed and arranged in the MS excel file as
needed. The findings were also displayed using a
range of pie charts and graphs to offer a clear
image of the facts for a better and more
comprehensive understanding. The study utilized
descriptive and inferential statistics, to examine
the survey responses quantitatively. Also,
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thematic analysis performed to qualitatively
explore patterns and themes. This qualitative
aspect seeks to capture the nuanced aspects of
participants' experiences and perceptions.
Study limitations
It is essential to transparently acknowledge
potential limitations, such as the challenge of
generalizing findings beyond Ha'il University,
Saudi Arabia ensuring the study's context-
specific nature is recognized. Furthermore,
potential biases in the data collection or
participant responses acknowledged and
discussed to maintain the research's integrity and
reliability.
Ethical consideration
This study has been permitted through the
University of Ha'il Research Ethics Committee
in Saudi Arabia under approval letter no. H-2022-
134. Moreover, this study's research procedures
followed the university's official norms and
rules.
Results
The concept of blended learning initially
emerged in the business and corporate training
sectors (Somers & Sikorova, 2002) before being
adopted in the educational field (Hoy et al., 2000)
and eventually in the specific context of teaching
and learning (Brown, 1993). Earlier, Chan &
Koh (2008) pointed out that in the English
Language Teaching (ELT) context, the
understanding of blended learning differs from
its usage in corporate and general educational
settings. The focus in ELT is not just on what
blended learning is, but why it is beneficial for
language learners and how it can best support and
enhance learning outcomes, must be addressed.
In the past, Eleonora Villegas-Reimers (2003)
defined blended learning as the combination of
different media (such as print, audio, and video)
with classroom interaction to maximize authentic
input, thereby promoting learners' output and
skill development. This approach has been
evaluated in various studies. For instance, Sands
(2002) assessed the impact of mobile
technologies on reading comprehension skills
and found that most participants in the
experimental group used mobile devices for
English language learning.
Later, Alnoori et al., (2017), who applied a
blended learning strategy for teaching English
reading skills to secondary school students in
Iraq, reporting significant improvements in
keyword confidence, pronunciation, and
meaning comprehension. Gamage et al., (2022)
investigated the effects of Moodle-enhanced
education on students learning English as a
foreign language, targeting skills such as
skimming, scanning, and vocabulary building.
The study showed that the experimental group
made significant progress in reading
comprehension.
Amare et al., (2006) explored the impact of
blended learning on the reading skills of
Ethiopian EFL learners, noting a statistical
improvement in the experimental group
compared to those receiving traditional
classroom teaching. Similarly, Anderson (2002)
studied the effects of hypermedia on ESL
learners' reading comprehension, finding that
incorporating various multimedia elements like
graphics, audio, and hyperlinks was beneficial.
According to Krieg et al., (2019), an effective
blend of online and in-person learning can enrich
the learning environment, making the process
more effective and enjoyable. The optimal mix
should cater to the learners' needs and enhance
the effectiveness of teaching methods. The
concept of blended learning, as Whittaker (2014)
discusses, referring to Smith and Kurthen (2007)
and Hinkelman (2013), encompasses a range of
interpretations and definitions, indicating its
evolving nature and application in different
educational contexts.
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Figure 1. Blended learning approach comprising various tools and techniques of teaching and learning
(Author self-created diagram)
Blended learning is a concept that entails defining
the overall teaching as well as learning procedure
involving both face-to-face (in person) as well as
ICT-based instructions. Direct instruction,
various indirect instruction, collaborative
teaching, as well as personalized computing-
based learning involving blended learning
(Sukirman et al., 2022) and (Whitelock & Jefts,
2003). Figure 1 depicts a blended learning
approach comprising various tools and techniques
of teaching as well as learning.
a) Face-to-face teaching: Blended learning
allows students to connect with their
teachers in a regular classroom setting,
allowing them to be influenced by their
personalities, behaviors, and value systems.
In-person face-to-face contact aids in more
synchronous communication. Both the
teachers as well as students can receive
quick feedback, which benefits the teaching-
learning process. Face-to-face interaction
motivates faculty and learners and offers
human involvement in the adopted
procedure.
b) Interaction of students with course content:
ICT-mediated learning engages students
with their course topic in a variable and
interesting, diversified method. In contrast,
the traditional teaching model as well as the
school environment offer them time for
interaction directly along with
corresponding course subjects using printed
materials. However, informative videos
provide the content with the needed
believability, and sharing it over blogs as
well as visiting diverse e-books gives it
novel and updated viewpoints.
c) Peer group interaction: Students learn
formally and informally at the school
campus while interacting with respective
peer groups. Numerous essential life skills
as well as social values can be learned
through informal interactions with peers.
The school campus offers numerous
playground activities and social exchange
options during their leisure time.
d) Classroom teaching allows students to
connect with teachers. Still, well-designed
tactics also enable students to get connected
in discussions with their classmates about
various areas of the course as well as
exchange views. It assists pupils to gain self-
confidence, overcome their fears, and
develop the ability to communicate
effectively including active listening skills.
e) Using an e-library is a part of blended
learning's ICT-assisted teaching as well as
learning. Typical school libraries restrict
access for students, whereas digital libraries
give access to them to a wide range of
literature on a variety of subjects. It increases
their knowledge and horizons, which helps
them in achieving their cognitive objectives.
f) The virtual classroom allows students to
study from anybody, anywhere. Students
can participate in virtual classroom meetings
with their classmates and teacher in
cyberspace, regardless of their geographic
location. The school may also make
provisions for it such that the overall system
becomes more flexible as well as pupils,
those who cannot attend their respective
classes regularly may be benefitted from it.
In addition, students can connect with other
specialists and expand their expertise. As
today's world is becoming a globalized
village, pupils who use this style would be
at par with their groups in various other
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countries and can easily obtain experience of
diverse cultures.
g) Online assessment: Instant response is one of
the critical components of the learning
process since this encourages students and is
rooted in readiness concepts. Online
evaluation makes the evaluation process
more formative, transparent, and efficient. It
has become more reliable too.
h) Students require numerous types of e-
tuitions. Some students failed to get optimal
benefits from classroom instructions and
they opt for personal coaching and
undivided attention. Such students may opt
for e-tuition, which entails meeting a private
instructor and receiving personalized
advice via video conferencing in cyberspace.
i) Students have less opportunity to nurture
their creativity in traditional classrooms due
to rigid timetables and pressure from
classwork, assignments, and coping with the
stress of regular exams. Still, educational
blogs give pupils a good platform for
demonstrating their creativity as well as
receiving feedback. Furthermore,
educational blogs provide an excellent
forum for discussing essential themes not
covered in schools, such as social concerns,
political issues, and other issues affecting
youngsters, such as drug addiction,
delinquency, and population education.
j) Webinars are another component of blended
learning that uses an ICT-based structure.
Students participate in lectures on many
topics that are important to them over the
Internet. All participants are generally
connected via various programs such as
Skype, Zoom, or GoogleTalk and then use
video conferencing to present their work and
participate in educational conversations.
k) To view lectures on YouTube: Blended
learning-based model allows students to
benefit from the expertise of experts in the
entire course subject pupils are studying by
allowing them to quickly access lectures
from recognized experts in various fields
available on YouTube. Furthermore, the
institution can post a video of its instructors'
lectures such that pupils who failed to join
college may take benefit of this as well as get
the benefit of it.
l) Videos and audio use in online learning:
Educational video recordings as well as
various animated films are accessible to
explain multiple scientific/non-scientific
ideas and engage. They are founded on the
principles of reality and live connection.
Consequently, students can experience real
life while studying, making complex
concepts and phenomena concrete.
Observational findings
The current study focuses on evaluating the
impact of blended learning on the knowledge,
skills, and competency in English language
learning among undergraduate students at Ha
University, comparing it with traditional learning
methods. This research also aims to assess and
compare students' attitudes towards blended
learning and to explore the relationship between
their knowledge, skills, competence, and
attitudes in both blended and traditional learning
contexts.
For this study, the data were collected from 100
voluntary participants who shared their insights
through a structured survey questionnaire. The
questionnaire targeted undergraduate English
language students at the University of Ha in
Saudi Arabia, seeking their opinions on the
blended learning approach. The study also aimed
to understand the students' interest and suitability
regarding English language learning, especially
focusing on online versus traditional learning
modes.
The findings were based on the perceptions of the
respondents, reflecting their views and
experiences. Demographic analysis of the
respondents revealed that out of the 100
participants who completed the questionnaire,
76% were male and 24% were female. Age-wise,
24% of the respondents were between 15 to 20
years old, 56% fell into the 20 to 25 age group,
and approximately 20% were aged between 25 to
30 years.
This demographic breakdown is significant as it
provides a context for interpreting the data,
helping to understand how different age groups
and genders perceive and interact with blended
learning environments. The responses from this
diverse group offer valuable insights into the
effectiveness and reception of blended learning
in higher education, specifically in the context of
English language learning at Haersity.
Findings from the survey questionnaire
The following graphical representation depicts
the results obtained via this study (Figure 2-11).
Each question item response has been
discussed below:
1. Which mode of learning do you feel better,
online or face-to-face?
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Figure 2. This graph shows students' views over learning styles as they responded to the above-said specific
questions. The graph representing Student Response on X-axis and Percentage of Students on Y-axix. As
per their responses, 56% of students believe that face-to-face learning is much better, and 28% opined that
online education is acceptable. In the same instance, 12% of the pupils found both modes of learning okay.
Only 4% of the respondents viewed face-to-face and online learning negatively. (Author self-created
graph).
2. Where do you find more interest in online or offline classes?
Figure 3. Only 28% of students find conventional classes interesting, whereas 36% of respondents believe online
learning is quite interesting. Whereas the remaining 30% opined both offline classes and online classes are equally
interesting. Around 6% of the students disagreed with any one mode of learning. (Author self-created graph)
3. Which mode of learning improves your English language skills, Traditional or Online?
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Figure 4. It shows that 43% of students agreed that the traditional mode of learning helps them to improve
their English language skills which is an appealing result to grab the attention of prospective teachers of
the English language. However, 27% disagreed with the traditional mode and believe that online classes
help in improving their English language skills. On the contrary, 22% of students think both systems help
in enriching their English skills, while 8% consented to none. (Author self-created graph).
4. Do you think Information Communication and Technology (ICT) assists your learning?
Figure 5. It shows that 48% of students agreed that ICT always assist in their learning, and 17% feel ICT
often helps in understanding. The rest, 24%, sometimes believes ICT assists their respective education, and
only 11% of the students never find such assistance through ICT. (Author self-created graph)
5. Which mode of learning makes you increase your knowledge?
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Figure 6. It shows, 51% of the students reveal that the conventional mode of learning increases their
knowledge, while 37% of respondents feel online mode help in expanding their knowledge. 9% agreed that
both modes will enhance their knowledge. While only 3% of them opined none of these options. (Author
self-created graph)
6. Do you have adequate infrastructure to study in blended learning mode?
Figure 7. This shows that 62% of undergraduate students believe they have adequate infrastructure to study
in a mixed-learning environment. Whereas 27% of respondents often feel that they have proper
infrastructural facilities. (Author self-created graph)
7. Do you have a computer laboratory in your institution?
Figure 8. According to this, 58% of students believe that they always have a computer laboratory in their
organization. Moreover, 24% of respondents agreed that they often feel that they have such facilities. And
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16% of them sometimes find computer laboratories, and the remaining 2% gave unfavorable views about
the same. (Author self-created graph)
8. Is the blended mode of learning easy and flexible for students?
Figure 9. According to this, 53% of respondents believe that the blended learning mode is always easy as
well as flexible because they can attend classes anywhere. Further, 19% of the students often find blended
learning accessible and comfortable. On the contrary, 22% sometimes believe that it's an easy and flexible
mode of knowledge, and the rest of the 6% viewed it negatively. (Author self-created graph).
9. Are you ready to accept e-learning for teaching and learning activities?
Figure 10. It illustrates that only 34% of undergraduates have given their opinion in favor of e-learning
activities, as they are always ready to accept and learn through e-learning and teaching activities.
Unexpectedly, 18% of the respondents often get prepared for e-learning activities. Surprisingly, 37%
sometimes accept e-learning for teaching and learning activities, while 11% are never ready for such
activities. (Author self-created graph)
10. Will ICT enhance learning outcomes using a blended learning design compared to a traditional
teaching stance?
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Figure 11. As per this, 51% of students agreed that ICT always enhances learning outcomes using a blended
learning design. 26% of them often believe that ICT makes learning more comfortable and entertaining.
While 19% of the respondents sometimes find ICT to enhance learning outcomes through the use of blended
design and the remaining 4% consented quite negatively about it. (Author self-created graph)
The study indicates that students appreciate
blended learning for several reasons. Primarily, it
enhances their English language competence and
transforms learning into a more collaborative,
engaging, and enjoyable experience. Blended
learning fosters interaction between instructors
and students, giving them adequate time to
complete tasks and encouraging students to take
responsibility for their education, deciding when
and how to utilize available resources. This
approach is seen as more effective than limiting
learning to solely online or traditional methods.
However, the study also acknowledges
challenges, such as difficulties faced by students
with slow internet connections, which can make
the learning experience disruptive and isolating.
Students' perspectives highlight that blended
learning aids in understanding subject matter,
especially in English classes, through the use of
online videos featuring various speakers and the
integration of personal devices and social
networking sites like Facebook and Instagram.
Blended learning environments, enriched with
various computer applications, are attractive to
students, though they require training to adapt to
new modes of teaching. The students perceive
blended learning as more suitable than traditional
face-to-face learning and find it motivating in
achieving their educational goals. It also allows
for greater interaction and exchange of ideas
among peers through forums or online platforms
like Blackboard.
The benefits of blended learning at the
undergraduate level are numerous. A significant
advantage, as Blazar & Pollard (2023) and
Kavanagh et al., (2022) suggest, is that the online
component allows for a broader dissemination of
learning than possible with face-to-face
instruction alone. Teachers can devote more time
to developing and integrating study content and
experimenting with different approaches in
classrooms, gaining valuable first-hand
experiences. Additionally, the use of social
networking and community-building tools in
online phases fosters a sense of familiarity
among students even before they meet face-to-
face.
Discussion
University, explore the impact of blended
learning on undergraduate English language
students, and offer valuable insights into the
evolving landscape of education. These insights
resonate with the growing body of research
advocating for the integration of technology in
learning environments to enhance student
engagement and learning outcomes.
Enhancing Language Competence and
Engagement
due to its role in enhancing English language
competence aligns with the assertions of Graham
(2019), who emphasizes the effectiveness of
blended environments in fostering language
acquisition. As the study reveals, students find
blended learning more collaborative and
engaging. This observation echoes the findings
of Means et al., (2013), who argue that blended
learning environments can significantly improve
student engagement and learning outcomes
compared to traditional methods. The interactive
nature of blended learning, which combines
online and face-to-face interactions, arguably
enriches the learning experience, making it more
dynamic and responsive to student needs.
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To provide a more holistic understanding of the
implications of this study, it is imperative to
delve into the challenges identified in the
research. Notably, the lack of internet access and
the inherent difficulties in building relationships
online emerged as prominent barriers during the
course of our investigation. These challenges
were crucial to consider as they shape the
landscape within which the mixed approach was
implemented. Furthermore, to enhance the
comprehensiveness of this study, I acknowledge
the need for a more detailed discussion on the
specific study conducted at Ha'il University. The
intricacies of the results obtained from this study
hold significant weight in contributing to the
overall findings.
Student Accountability and Resource
Utilization
The study highlights the importance of
student accountability in blended learning
environments. This aspect is crucial, as pointed
out by Garrison and Kanuka (2004), who argue
that blended learning encourages learners to take
charge of their learning process, thereby
fostering a deeper level of engagement and
understanding. The flexibility to choose when
and how to use available tools, as indicated by
the students, reflects a self-directed approach to
learning that is central to the philosophy of
blended learning (Hofmann, 2006).
Challenges of Blended Learning
Despite the advantages, the study acknowledges
the challenges faced by students, particularly
those with slow internet connections. This
finding is consistent with the concerns raised by
Zhao et al. (2005), who note that technological
barriers can hinder the effectiveness of blended
learning. Addressing these challenges is crucial
for ensuring equitable access to education and the
benefits of blended learning.
Blended Learning in Comprehending English
The use of various media and social networking
sites as part of the blended learning approach is
particularly effective in language learning.
Warschauer (2004) highlights the potential of
digital media in enhancing language
comprehension and acquisition. The integration
of personal gadgets and social networking
platforms, as observed in this study, aligns with
the perspectives of Greenhow et al. (2009), who
underscore the role of social media in creating
engaging and interactive learning experiences.
Teacher Role and Content Development
The increased time for teachers to develop and
assimilate study content in blended learning
environments is another significant benefit. This
aspect is in line with the views of Graham (2006),
who notes that blended learning allows educators
more flexibility and creativity in curriculum
design and delivery. The opportunity for teachers
to experiment and reflect on their teaching
practices is essential for continuous improvement
and innovation in education, as suggested by
Koehler and Mishra (2009).
Social Networking and Community Building
The use of social networking and community-
building tools in online phases of blended
learning, as reported in the study, enhances the
sense of community among learners. Rovai and
Jordan (2004) assert that the development of a
strong learning community is critical for student
success in online environments. The face-to-face
component of blended learning, therefore
becomes more meaningful when students already
have established connections through online
interactions.
Conclusion
Overall, this study explicates the impact of
blended learning on undergraduate English
students at Ha'il University, Saudi Arabia with
major to assess students' perceptions of blended
learning in the context of English learning and
explore the benefits and challenges. It was found
that students generally have a positive opinion
about blended learning as it is more collaborative
and engaging. The results also show that students
identify a number of benefits it as improves
proficiency, greater participation, responsibility,
flexibility and control. Students also shared some
major challenges of blended learning as
infrastructure, tech barriers, difficulties in
establishing relationships between students etc.
Teaching English language at the undergraduate
level utilizing a blended learning technique
might be beneficial in all aspects of learning and
teaching. As a result, using a blended learning
strategy to teach English at the undergraduate
level shall be adequate in assisting all aspects of
learning and teaching. Blended learning is still in
the developmental stage globally including at
research and developmental activities are needed
to address other dimensions of blended learning
namely proper infrastructure as well as training
of both pupils and instructors with effective
teaching as well as learning skills. Furthermore,
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research studies in the area of blended learning as
a modern or novel method of teaching as well as
learning in the context of EFL/ESL/ or other
degree courses of various Saudi universities are
warranted. Our findings underscore the
significant impact of integrating both traditional
and online methods in our research methodology.
The amalgamation of these approaches not only
facilitated a more comprehensive data collection
process but also contributed to a nuanced
understanding of the subject matter. The mixed
approach allowed us to triangulate information,
cross-verify results, and capture a broader
spectrum of perspectives. The effectiveness of
this mixed methodology is particularly evident in
the current research. This hybrid model not only
enhanced the reliability of our results but also
provided a more holistic view of the research
context.
Conflict of interest:
None
Acknowledgment:
The researcher sincerely acknowledges all the
respondents who participated in this study
voluntarily. The researcher is also grateful to the
respective stakeholders of Ha'il University for
providing the necessary assistance for
completing the research work.
Funding
No financial support was available for this study.
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