Cross-sectional survey reveals blended learning improves language skills, highlighting student engagement and academic attitudes.
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.
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Al-Motrif et al. (2025) studied this question.
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