Unpacking blended learning in higher education: an inductive analysis of English second language teaching practices at Tabuk University.

Abstract

As a result of COVID-19, universities worldwide, including Tabuk University in Saudi Arabia, have adopted blended learning for teaching English as a second language. This study explored the implementation of blended learning in English as a Second Language (ESL) education, focusing on its impact on language learning outcomes. Qualitative methodology was selected or its suitability. This study adopted an interpretive paradigm and employed an inductive approach to analyse data. The study investigated the perceptions of both educators and students regarding the effectiveness of blended learning practices. The research objectives included examining the benefits and challenges of blended learning, exploring how educators integrate technology into their teaching practices, and evaluating the impact of blended learning on language learning outcomes. Data generation methods included interviews, classroom observations, and focus group discussions, providing rich insights into participants' experiences. The findings suggest that blended learning offers numerous benefits for ESL education, such as enhanced student engagement, high cognitive presence, and positive teaching presence. Educators leverage digital technologies and innovative instructional approaches to create engaging and interactive learning environments that cater to diverse student needs. However, challenges related to technology integration, cultural barriers, and limited English usage outside the classroom were also identified. Despite these challenges, educators firmly commit to overcoming barriers and supporting student learning through blended learning initiatives. The study highlights the importance of ongoing training and support for educators to effectively integrate technology into their teaching practices. Recommendations for further research include exploring the design and implementation of assessment strategies in blended learning environments, investigating the impact of cultural factors on language learning outcomes, and examining best practices for promoting language usage outside blended learning settings. By addressing these areas, future research can contribute to improving ESL education through blended learning approaches.