EFL Teachers Perspectives on Adopting Hybrid Learning in English Language Instruction at the Faculty of Education at Azzaytuna University

Abstract

     This study aimed to investigate the perceptions of Libyan EFL teachers regarding the implementation of hybrid learning in teaching English language within the English Language Department at the three Faculties of Education at Azzaytuna University in Tarhouna. The study problem is that the adoption of hybrid learning in Libyan higher education remains limited, with a limited understanding of the teachers' perceptions toward its implementation. Therefore, the study employed a mixed-methods approach: quantitative data were collected through an online questionnaire on Google Forms completed by 36 EFL teachers, and qualitative data were collected through semi-structured interviews with eight selected teachers. Furthermore, the questionnaire results were analyzed using the SPSS program, while the interview data were analyzed using thematic analysis. The study findings revealed that EFL teachers have positive perceptions of implementing

blended learning and recognize its benefits for both teachers and students, including flexibility, promoting autonomy, and increasing motivation and engagement.     However, challenges such as a lack of institutional support, technical issues, insufficient IT knowledge, and a lack of professional training were identified. Based on the study findings, the study recommends enhancing blended learning implementation through continuous professional development for teachers, improving technological infrastructure and campus connectivity, and increasing institutional and governmental support. In addition, it suggests integrating hybrid learning into EFL curricula and encouraging further research on its impact across Libyan educational contexts.