Abstract— The present study aims to investigate the efficacy of the Blended learning or Hybrid learning. It also explores the practical challenges and suggests strategies to implement in the actual classroom. Additionally, the study throws light on the advantages and disadvantages of online pedagogy following qualitative method based on interview method of individuals using or utilized Blended learning in the classroom. The interview was conducted through sending emails and the response was recorded and received. The responses of participants were thoroughly evaluated, analyzed and discussed in detail. The article significantly helps in implementation of Blended learning in classroom pedagogy and allows offering a broad view of how the amalgamation of online teaching is possible in an effective way. It also explores pedagogical concerns of actual classroom situations using Blended learning or relying on online teaching. Learning outcomes depends on how well the approach, method, and technique is used or implemented followed by formative and summative assessments. The study highlights the use of blended learning and difference of relying on online teaching. It is important for the stake holders to realize that here is no escape but to find effective way which can ultimately deliver the expected learning outcomes. Keywords: blended learning; flipped classroom; self-directed learning, pedagogy, strategies, introduction

Changes in the style of education, from traditional to e-learning to online education, will have enormous implications in all parts of human existence, particularly in a student’s life, according to the current scenario. The underlying debate now is whether the curriculum design, the pedagogy, and the entire transformative process of online education should be progressive or regressive. The fundamental goal is to use technological platforms to make learning easier. The primary goal is to see if students have acclimated to the e-learning environment during the COVID-19 outbreak. How are students mentally dealing with it, with or without gratification? Are they dealing with computer phobia or simply enrolling in a course? The goal is to concentrate on the three E’s: encourage, explore, and evaluate the process of online teaching and learning efficacy, based on input from millions of students worldwide. The study has comprehensively examined the principles, difficulties, and praxis of online educational pedagogy to map efficacy and efficiency. The critical contribution of the research is the result claiming the potentiality of technology and the obstacles students face while learning due to such digital mechanisms.

As evidenced by recent studies in the fields of positive psychology and psycholinguistics, learners’ emotions and thoughts while learning a second language are believed to generate sophisticated and dynamic linkages that contribute to their motivational as well as linguistic outcomes. This study aims to evaluate foreign language gaiety (FLG) and foreign language apprehension (FLA) as determinants of the ideal second language (L2) self for Saudi EFL learners. The basic research question that this study attempts to answer is: “What is the impact of EL elation and apprehension on PSAU learners’ ideal L2 self?” An online survey incorporating the three scales in question was completed by 116 EFL male and female students at Prince Sattam bin Abdulaziz University (PSAU) in the College of Science and Humanities (CSH). To examine the reliability of this research study, the Cronbach Alpha value of ≥ 0.70 is regarded as reliable and acceptable. The study results showed a strong positive correlation between the PSAU EFL learners’ EF Gaiety and their ideal L2 self. Further, there was a strong negative correlation between the PSAU EFL learners’ FL Apprehension and their ideal L2 self. The study concluded that PSAU EFL learners do not enjoy studying English as a foreign language. Their ideal L2 self is tremendously affected by the high rates of apprehension and the low degrees of EF gaiety.

The issue of whether a learner in multilingual education can achieve the same level of proficiency in two or more languages other than the native language is a problematic one. This study aims at investigating the impact of learning two languages other than the native language on the learners’ speaking and writing skills. To attain this aim, the researchers collected the scores of twenty-six multilingual Saudi learners on writing and speaking tests in the academic year 2020-2021. A qualitative and quantitative mixed research design is adopted to measure the performance of multilingual learners in the two languages: English and French. The results showed that there are statistically significant differences between the scores of the Writing Test (WT) in English and French in favor of the English Writing Test because the p-value (0.012) is less than (0.05). It is attributed to the fact that the learners’ mental faculty cannot be loaded with more than two writing systems. The results also showed that there are statistically significant differences between the scores of the Speaking Test (ST) in English and French because the level of significance (0.009) is less than (α = 0.05). It is attributed to the fact that the English sound system, because of rapid historical changes, becomes much easier for Saudi students than other phonological systems. The balanced students represent 26.9% of the total group of students. The study concludes that balancing between more than two languages is a little bit difficult as one language should dominate over the others.

Concept. COVID-19 has pressed the need for social distancing that was unprecedentedly invoked across societies during the pandemic. The governments that launched emergency steps to divert physical learning systems into online pedagogical alternatives created critical possibilities and adverse challenges for both tutors and learners. The study aims to review several cases concluding that the closure of schools and colleges has impacted around 94% of the student population across globe. The present study tries to comprehend the transformation (both expansion and constraints) in the pedagogical processes comparing results and feedback from both developed and developing nations. Result and Discussion. The study made a far-reaching analysis on the sweeping impact of COVID-19 at the integrative three-tier educational level i.e., primary, secondary and higher education in two separate perspectives i.e., teachers and learners. The restrictive movement policies adopted by governments have changed the conventional (face-to-face) educational practices. The findings suggest that different populations faced different problems during the pandemic because of number of reasons which is discussed and highlighted in the study. Originality. In order to map efficacy and efficiency, the principles, difficulties, and praxis of online educational pedagogy have been comprehensively examined in the study. The key contribution of the research is the result claiming the potential of technology as well as the obstacles faced by students while learning, due to digital mechanisms.