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Evaluating the Impact of Blended Learning on Arabic and English Proficiency: Insights From Saudi Fourth-Grade Teachers and Educational Experts

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  • Adulrahman Al-Motrif
  • Amera Alharbi
  • Dalya Khayat
  • Asmaa Alayed
  • Ashwaq Althowibi
  • Nadia Al Shahrani
  • Shahla Abuzahra

Abstract

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.

Suggested Citation

  • Adulrahman Al-Motrif & Amera Alharbi & Dalya Khayat & Asmaa Alayed & Ashwaq Althowibi & Nadia Al Shahrani & Shahla Abuzahra, 2025. "Evaluating the Impact of Blended Learning on Arabic and English Proficiency: Insights From Saudi Fourth-Grade Teachers and Educational Experts," SAGE Open, , vol. 15(3), pages 21582440251, August.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251370807
    DOI: 10.1177/21582440251370807
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