The Extent to Which English Language Teachers in Saudi Arabia Adopt the Blended Learning Approach
Abstract
This study aimed to explore the extent to which English language teachers in Saudi Arabia utilize blended learning. To achieve this, the descriptive-analytical approach was adopted, and a questionnaire consisting of (20) items was developed. After verifying its validity and reliability, it was distributed to a sample of (50) teachers from various schools. The data were statistically analyzed using the (SPSS) program, revealing no statistically significant differences at the (0.05) significance level in the participants' responses regarding the adoption of blended learning based on gender. However, significant differences were found at the same level concerning academic qualification and specialization. Based on these findings, the researcher recommended training teachers on implementing blended learning strategies in instruction, as it plays a crucial role in enhancing English language teaching methods. Additionally, the recommendations emphasized the importance of organizing training courses for teachers and educational supervisors to raise awareness of blended learning concepts, strategies, and implementation mechanisms, as well as developing curricula that consider students' individual differences.
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