Investigating the utility of blended learning in the EFL classroom in Moroccan vocational training institutions: A case study of Altissia platform usage

The current paper aimed to investigate the utility of blended learning in the context of EFL education at the level of vocational training institutions through exploring Moroccan vocational trainees’ experiences of learning English in a blended learning environment via a language learning platform called Altissia. More specifically, the study first examined the extent of use and effectiveness of this method to study English from the trainees’ point of view. The study explored the barriers that impeded their utilization of this platform and the impacts of those barriers on their English language learning experience. A mixed-methods approach was used, making use of both a questionnaire and a semi-structured interview. Using convenience sampling, 113 trainees studying English as a complementary course at a public vocational training (OFPPT) institution were targeted to gather quantitative data, and 9 of them took part in the semi-structured interviews. Findings revealed that although most respondents agreed on the usefulness of the Altissia platform in improving their English language learning experience, their frequency of use was infrequent and temporary. The study also revealed that the barriers that they faced were platform-related barriers and personal barriers, which both had an impact on their use of the platform and overall experience of blended learning. This study addresses a gap in the literature as no previous studies investigate blended learning and the use of Altissia as a learning management system platform dedicated for delivering the online part of the blended experience in the context of Moroccan vocational training.