Reviewing Blended Learning Implementation in Algerian ESP Settings

The integration of technology into higher education has triggered new opportunities for teaching and learning foreign languages, with blended learning emerging as a particularly effective approach. Blended learning is featured by the combination of both face-to-face instruction and technology-enhanced instruction, thereby enhancing learners’ autonomy, collaboration, and engagement while equipping them with the digital skills that align with the requirements of the twenty-first century. Within the English for Specific Purposes (ESP) context, this approach provides authentic learning experiences that transcend the limitations of traditional and online instruction. By merging onsite and online modalities, ESP students can develop core language competencies, including reading, writing, listening, speaking, and specific terminology, while participating in meaningful communicative practices. In spite of these opportunities, challenges persist in implementing blended learning effectively in Algerian higher education. Many ESP students encounter linguistic difficulties, limited technological resources, and inadequate training in digital platforms, which may impede their motivation and advancement. Similarly, teachers face issues related to technological readiness, availability of institutional support, and the need for professional development to adapt pedagogical practices. The abrupt transition to online education during and after the COVID-19 pandemic highlighted both the urgency and the intricacy of the incorporation of sustainable blended learning. This study is meant to provide a review of blended learning implementation in ESP education and investigate the impediments that Algerian students and instructors encounter when adopting this hybrid model. More focus is oriented to infrastructural constraints, digital literacy, and the pedagogical adjustments required to optimise learners’ outcomes. Recommendations include enhancing institutional investment in reliable internet connectivity, providing training workshops for teachers and content developers, and encouraging student accountability through clear objectives and constructive feedback. By addressing these deficiencies, Algerian universities can move forward to achieve a more inclusive and effective blended learning environment that fosters ESP integrative policy and contributes to the advancement of higher education quality.