EFL Secondary Teaching Practices in Blending Learning: A Case of Tabuk, Saudi Arabia

Abstract

This study investigated secondary stage teachers’ Blended Learning (BL) current practices in Tabuk city. The qualitative data was collected from a random sample of 50 EFL teachers Interviews were conducted to examine EFL teachers’current practices of BL. The results of the interviews indicated that 84% of EFL teachers were neither familiar with the term BL nor had ever designed BL activities. 16% of the teachers stated that they were familiar with BL and provided examples of their current practices. The practices reflected their misconceptions about real implementation of BL method. Some of them thought that using simple technology like PowerPoint presentations with traditional textbook activities was a type of blending. None of the participants used language learning websites, mobile applications or online activities in their daily instruction. The teachers had no trouble identifying benefits of BL in English teaching but they lacked a clear vision of BL pedagogy, lesson/activity design and implementation. EFL teachers highlighted the need to provide them with training sessions, resources, capabilities and support for effective implementation.