BLENDED LEARNING IN EFL EDUCATION: INTEGRATING FACE-TO-FACE AND DIGITAL INSTRUCTION FOR ENHANCED LANGUAGE ACQUISITION

Abstract

This article examines blended learning (BL) as an instructional model for English as a Foreign Language (EFL) education, focusing on the integration of traditional face-to-face teaching with digital and online components. The study reviews current theoretical frameworks underpinning blended learning, analyses practical implementation models in EFL settings, and evaluates empirical evidence regarding its impact on language acquisition, learner autonomy, and motivation. The findings indicate that well-designed blended learning environments substantially improve learners' linguistic outcomes and engagement, provided that digital tools are purposefully aligned with communicative learning goals and that teachers receive adequate training and institutional support.