Evaluating the Impact of Blended Learning on Arabic and English Proficiency: Insights From Saudi Fourth-Grade Teachers and Educational Experts

Adulrahman Al-Motrif, Amera Alharbi, Dalya Khayat, Asmaa Alayed, Ashwaq Althowibi, Nadia Al Shahrani and Shahla Abuzahra

SAGE Open, 2025, vol. 15, issue 3, 21582440251370807

Abstract: Blended learning, therefore, involves the use of conventional face-to-face teaching and the application of information technologies that support learning in the classroom. This research investigates the effect of implementing blended learning in the Saudi Arabian context on fourth-grade students’ reading and writing in Arabic and English regarding the mediating effects of student engagement and academic attitudes. A cross-sectional descriptive survey design distributed a structured questionnaire among 200 teachers and educational experts. The analysis of Structural Equation Modeling (SEM) suggests that blended learning enhances language skills; student engagement and academic attitudes act as mediating variables. There is evidence that well-planned and executed blended learning strategies can promote improvement in language learning and motivation, providing valuable recommendations for practice and policy about the education of bilingual students.

Keywords: blended learning; students’ acquisition; students’ engagement; academic attitudes (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251370807

DOI: 10.1177/21582440251370807

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