Blended Teaching and Reading Comprehension in Iranian EFL Contexts: An Evaluation of Strengths and Challenges

Blended teaching, combining face-to-face instruction with digital learning technologies, has gained considerable traction in English as a Foreign Language (EFL) education. In the Iranian context, this approach holds significant potential to enhance students’ reading comprehension, a fundamental skill in language learning. This paper critically evaluates the pedagogical benefits and implementation challenges of blended teaching in Iranian secondary schools. While key advantages include improved learner engagement, differentiated instruction, and expanded access to resources, persistent issues such as inadequate infrastructure, digital literacy gaps, and cultural mismatches limit its effectiveness. Drawing on recent empirical studies and practical insights, this paper argues for a more context-aware, sustainable integration of blended approaches to support reading development in Iranian EFL classrooms.

کلیدواژه ها:

blended learning ، reading comprehension ، Iranian EFL learners ، digital pedagogy ، educational technology