Attitudes towards a Blended Learning-Based Instruction: Case of EFL Master Students at the University of Ain-Temouchent

Abstract

Blended learning has been commonly used in the Algerian universities since the outbreak of coronavirus. The evaluation and constant improvement of this educational mode depend on understanding how students and teachers evaluate and judge it. Thus, this study aims to investigate students’ and teachers’ attitudes towards blended learning, in addition to the factors that affect them. To this end, two research tools are used including a questionnaire targeted to EFL Master students, and an interview conducted with EFL teachers from the Department of Letters and English language at the University of Ain-Temouchent. The sample population consists of 51 EFL Master students and seven EFL teachers. The analysis of the data collected relies on a mixed methods approach. Accordingly, the results obtained indicated that most students and teachers have positive attitudes towards a blended learning-based instruction as they receive more advantages than disadvantages from this educational mode, and that these attitudes are affected by many factors like flexibility, training, motivation and engagement. Moreover, the present study has encountered some limitations, and presented a set of suggestions and recommendations that contribute to the adoption of blended learning in an effective way.