Exploring EFL Teachers’ Perceptions of Blended Onsite and Online Teaching at Saudi Universities: Benefits and Challenges

Abstract

Blended teaching has become increasingly popular since the COVID-19 pandemic because of how it combines online and in-person learning. However, few studies have examined blended teaching in Saudi Arabia, with limited data on how best to incorporate it into that cultural context. To address that gap, this study investigated how English as a foreign language (EFL) Saudi university teachers perceived this approach. The sample consisted of 123 male and female respondents (out of a target population of roughly all 4720 EFL teachers in the country). The participating teachers were typically in their 30s and in the first few years of their teaching career. Quantitative and qualitative data were collected from a structured questionnaire (including open-ended, closed-ended, and Likert-scale questions) to determine the perceived advantages and disadvantages of this approach. The majority of respondents found blended teaching to be advantageous due to its flexibility in terms of time and location. Over half also believed it helped meet the different teaching modality needs of students. The biggest problems reported with this approach were workload and time management. Another issue was lack of technological infrastructure and support for this teaching model. The ANOVA results indicated that the predictors (perceived benefits, perceived challenges, and technical support) were correlated with teachers’ attitudes toward blended teaching, validating the perceived importance of these factors. Such concerns could be alleviated by better technology, training, and guidance on navigating the dual modalities of face-to-face and online learning. Institutions and policymakers are recommended to consider these issues in order to improve the implementation of blended teaching.