Abstract

The aim of this study is to investigate EFL Secondary School Teachers’ Views on Blended Learning. It also aims to investigate (a) the teachers’ views on blended learning content and process, and (b) how blended learning is effective in developing teachers’ performance. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA. In order to collect the data required, the researchers developed a questionnaire that consisted of two sections, namely, process and content. The results indicate that the teachers' views toward blended learning were generally positive and very promising in both sections. Moreover, it was interesting to see that EFL teachers were highly optimistic about how blended learning would help them in improving their performance and how it would motivate their students to learn English. Finally, there are no significant differences between teachers’ responses to the content and process of blended learning, with regards to qualification, experience, and the amount of training done.

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