An Ecological Approach to the Exploration of the Perspectives of Student Teachers of English as a Foreign Language Toward Blended Learning

The present study aimed to explore the perspectives of student teachers of English as a Foreign Language (EFL) toward blended learning through an ecological approach. This qualitative phenomenological study employed semi-structured interviews with EFL student teachers at Islamic Azad University of Mazandaran province who had experienced both virtual and in-person education since ۲۰۲۰. Data were analyzed using MAXQDA software through a seven-step process, leading to the extraction of five main themes: the role of in-person education in blended learning, the role of virtual education, the necessity of blended learning, the culture of using virtual space for education, and the family's role in virtual education. Findings revealed that effective blended learning requires serious attention to internet infrastructure, cultural cultivation regarding cyberspace use, consideration of students' social development, and empowerment courses for teachers. The study concluded that blended learning, when implemented properly, can serve as an effective complementary approach to in-person education rather than a replacement.

کلیدواژه ها:

blended learning ، EFL student teachers ، ecological approach ، virtual education ، phenomenological study