The Impact of Blended Learning on EFL Students’ Motivation to Learn English: An Exploration of Students’ Perceptions

Author(s)	Mr. HAMZA MOHAMED ABD MUFTAH
Country	Libyan Arab Jamahiriya
Abstract	This study explored Libyan EFL students’ perceptions of the impact of blended learning on their motivation to learn English. A qualitative research design was employed, with ten university EFL students participating in semi-structured interviews. The results indicated that blended learning is perceived as a stronger motivator for learning English, and their motivation has significantly increased since its adoption by their teachers. It also revealed that Libyan EFL Students perceive blended learning as a more flexible, enjoyable, productive, active and accessible learning strategy compared to traditional face-to-face instruction. In addition, students identified Google Classroom, YouTube, WhatsApp, Google Meet, ELT websites, e-tests as the most effective digital learning tools in blended learning, contributing to their engagement and motivation in English language learning. The findings highlight the importance of teachers’ support during the initial implementation of a blended learning strategy, as well as the clarity of blended learning course content and instructions.
Keywords	Blended Learning, English as a Foreign Language (EFL), Motivation, EFL students.
Field	Sociology > Linguistic / Literature
Published In	Volume 17, Issue 1, January-March 2026
Published On	2026-03-12

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