An Investigation into the Potential and Pitfalls of Blended Learning among Iranian Higher Education Students Learning English as a Foreign Language

Blended Learning (BL) has emerged as a transformative pedagogical approach that integrates computer-assisted instruction with traditional face-to-face (F2F) classes, offering a more engaging and flexible learning environment. This study investigates the overall tendency of Iranian EFL learners towards the BL process and evaluates its potential and pitfalls over a six-week intervention. Thirty students aged 18 to 25 from various academic disciplines participated in the study. Data were collected using the Web-Based Learning Environment Instrument (WEBLEI) and semi-structured interviews following the BL intervention. Results from descriptive analyses reveal a generally positive reception of BL: while 55% of participants expressed enjoyment of the learning approach, a significant proportion (31%) remained neutral, and a minority (14%) expressed dissatisfaction. Qualitative data highlighted an appreciation for flexibility and self-paced learning, juxtaposed with challenges such as technical issues, varying levels of self-discipline, and a strong preference for traditional teacher-led instruction among some students. The study concludes that while BL offers promising pedagogical enhancements for Iranian EFL contexts, its success is contingent on robust technological infrastructure, targeted teacher and student training, and a balanced instructional design that harmonizes digital and human interaction.