Blended Learning for Skill Development in EFL Teacher Preparation

Hind Salah  Hasan

doi:10.21070/pedagogia.v13i2.1814

(1) * Hind Salah Hasan Ministry of Education, Anbar Education Directorate
Iraq
(*) Corresponding Author

DOI: https://doi.org/10.21070/pedagogia.v13i2.1814

Abstract

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms.

Highlights:

Blended learning enhances teaching skills by combining online and face-to-face methods.
This approach uniquely prepares EFL teachers for modern, adaptive classrooms.
Institutions should integrate blended models for effective teacher development.

Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

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