TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD BLENDED LEARNING IN ENGLISH LANGUAGE EDUCATION

Abstract

Blended learning has become a widely adopted instructional model in English language education, combining online digital tools with face-to-face interaction. This article examines how teachers and students perceive blended learning and what factors shape their attitudes. The study highlights the benefits, challenges, and pedagogical implications of blended learning based on recent educational practices. Findings indicate that teachers generally view blended learning as an opportunity to diversify instruction, while students appreciate its flexibility and personalized learning pace. However, limited digital literacy, technological issues, and increased workload for teachers remain significant obstacles. The article concludes by providing recommendations for enhancing blended learning environments to support effective English language teaching.