EXPLORING STUDENT'S PERCEPTIONS OF BLENDED LEARNING MODALITIES IN ENGLISH LANGUAGE EDUCATION

Abstract

This paper explores how blended learning interventions in English Language Teaching (ELT) serve as strategies to address educational inequity in resource constrained areas of Pakistan. Employing a quantitative methodology, this research examines the perceptions of 350 university students towards blended learning with respect to skill development, learner engagement, and accessibility challenges. Findings reveal improvements in speaking skills and writing development, alongside challenges including digital literacy gaps, limited internet access, and reduced student engagement. This research underscores the need to reconceptualize blended ELT beyond mere hybrid delivery toward inclusive, context-responsive pedagogical frameworks that address infrastructure barriers and promote equity in English education.