ISSN: 2226-6348
Open access
The ongoing transformation of educational systems worldwide by technology necessitates a greater investigation of its possible influence on language learning, with a special focus on underprivileged areas. This study aims to examine the perceptions of secondary English teachers on the impact of blended learning in ESL classrooms. Blended learning reflects a dynamic response to the changing landscape of education in today’s digital world and as the educational landscape continues to embrace technological advancements, understanding the effective integration of technology and pedagogy becomes paramount. In this study, a mixed-methods approach is used which includes qualitative interviews and questionnaires as data collection techniques. Through these methods, the perceptions of secondary teachers regarding blended learning are explored. The findings have uncovered a wealth of positive perceptions among teachers regarding the impact of blended learning in ESL classrooms. From the findings, it emphasizes the multifaceted advantages that blended learning brings to the ESL learning environment.
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(Albert et al., 2024)
Albert, C. A., Yunus, M. M., & Hashim, H. (2024). Blended Learning in Secondary English Classrooms: Teachers’ Perceptions. International Journal of Academic Research in Progressive Education and Development, 13(3), 889–905.
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