Exploring the Impact of Blended Learning Techniques on the Students’ Learning Satisfaction in English Language at Secondary Level

Abstract

This study investigates how students' learning satisfaction in secondary English language instruction is affected by blended learning strategies. 36 students took part in pre- and post-tests measuring satisfaction in four areas using a quasi-experimental design: perceived learning outcomes and skill development, learning environment and resources, learner engagement and motivation, and instructional effectiveness and teaching quality. In order to improve flexibility and interactivity, the blended learning intervention integrated digital tools with traditional classroom instruction. The findings showed that blended learning successfully improved perceived skill development, learner engagement, and teaching quality by revealing significant improvements in post-test mean scores across all satisfaction dimensions (p <.001). According to the study's findings, incorporating blended learning creates a resource-rich and encouraging atmosphere that improves students' engagement, motivation, and English language skills.To maximize blended English learning experiences at the secondary level, recommendations place a strong emphasis on student-centered instructional design, teacher training, and the development of digital infrastructure.