A Qualitative Study of Perceptions, Challenges, and Recommendations for Blended Learning in EFL Courses: The Case of IAU

Blended learning (BL) has emerged as a transformative educational approach, combining traditional face-to-face instruction with technology-mediated online activities. This study investigates the perceptions, challenges, and recommendations of students, instructors, and managers regarding blended learning in English as a Foreign Language (EFL) university courses at Islamic Azad University. Using a qualitative action research design, data were collected through open-ended surveys (n = ۲۰۰) and semi-structured interviews (n = ۲۰). Thematic analysis revealed three key themes: positive and negative perceptions of blended learning, challenges faced (e.g., technical issues, engagement barriers, time management), and recommendations for improvement (e.g., teacher training, system enhancements, student support). Findings highlight the potential of BL to enhance flexibility, learner autonomy, and engagement while underscoring the need to address technological, pedagogical, and institutional barriers. The study contributes nuanced insights into stakeholder-specific needs and emphasizes the importance of tailored strategies for effective BL implementation. Future research should explore long-term impacts and underserved contexts to further optimize blended learning in EFL education.

کلیدواژه ها:

blended learning ، EFL education ، stakeholders' perspectives ، strategies ، teacher training ، technological barriers