A Systematic Review of Research on Blended Learning in Teaching EFL: Student and Teacher’s Perception, Implementation, Interaction, Benefits, and Challenges

Abstract

This study examines the existing research on blended learning inEnglish as a Foreign Language (EFL) classrooms, focusing on theviews and experiences of both students and teachers. An analysisof 30 published articles reveals that researchers have employed arange of methods, including quantitative, qualitative, and mixedapproaches, to collect data through questionnaires, interviews,and literature reviews. The findings suggest that both students andteachers have a positive outlook on blended learning, which is usedto teach various English skills and involves the use of onlineplatforms to assign different types of tasks. Effective interactionbetween students, teachers, and peers is crucial to the success ofblended learning. The benefits of blended learning includeimproved English proficiency, enhanced learning behaviors, anddeveloped digital skills. However, challenges such as technicaldifficulties, inadequate training, time management issues, andlearner preparedness can hinder its implementation.