The Effectiveness of the Blended Learning in Enhancing EFL Learning and Collaboration

This descriptive-analytical study investigates undergraduates' perceptions and reflections toward adopting the Blended-Learning system in university instructions. For this goal, employed two tools to collect data. Firstly, a) (n=38) pre-service teachers wrote reflection essays, b) Google forms closed-ended five scales' questionnaire investigated academic interaction indicators, each consisting of thirty items, distributed among (n=110) teachers. The participants were majoring English as a Foreign language at multi-stages, Saudi Arabia, 2020/2021. content SPSS analysis. questionnaire's results showed positive combining online face-to-face learning how environment improved their outcomes, created collaborative community, fostered openness for sharing, asking, expressing, getting talk-worthy ideas. essays' analysis reflected experiences they enjoyed transitioning between learning; satisfied by ability track scores. These continuous feedback loop correlated with progress through various activities. However, encountered few challenges classes like missed warm environment, lost attention, c) instructors' nonverbal cues. Generalized, blended facilitated learners' knowledge reducing education costs, distance, efforts, time without students' benefits. recommends that BL instructors have show some enthusiasm inspiration. proposes future research.