Abstract:

In the past twenty years, there has been a sustained increase in the use of technology in the field of education. Additionally, during the COVID-19 pandemic, due to social distancing policies, technology use was no longer discretionary; rather, it became essential in the majority of educational institutions around the world. A new teaching strategy called "blended learning" combines in-person and online teaching. Since the COVID-19 outbreak, blended learning has been used in the teaching of English, making it crucial to evaluate its efficacy. The study's aim is to determine how much blended learning can enhance the teaching of English as a foreign language to female students at Saudi Electronic University in Saudi Arabia. This study will investigate how teachers and students view blended learning's contribution to improving English language proficiency after COVID-19. To address the main research questions, this study will combine quantitative and qualitative research methods. A number of English-language students at Saudi Electronic University will take part in an online questionnaire. In addition, teachers from the university's English language programme will also be recruited to participate in the semi-structured interviews. The findings of this study will demonstrate how blended learning might affect students' motivation, engagement, and commitment to learning English as well as their competence in the language. It will outline any potential technical issues with Internet access, student technology proficiency, and lost time that may arise when using blended learning in the teaching of English as a second language. Furthermore, this study will point out areas where more research on blended learning is needed.

Keywords:

Education, Blended Learning, COVID-19, English Language Teaching.