Irum ALVI, Soodeh EGHTESAD
The study examines the perceptions of Indian and Iranian students, toward blended language learning (BL), using both quantitative and qualitative data. A total of 213 responses were obtained through convenience sampling, comprising 52.6% Indian and 47.4% Iranian undergraduate students, all of whom had prior experience with blended learning, utilizing a 24-item questionnaire. The data collected were analyzed using IBM SPSS v26. Descriptive statistics, exploratory factor analysis (EFA), reliability tests, and t-tests were conducted. The quantitative analysis indicated a generally positive response toward blended learning. The results indicated a significant difference in the general perception of blended learning suggesting that Iranian students may have a more favorable perception of BL compared to their Indian counterparts. However, no significant differences were found in other constructs, including BL Usage, Preferred Learning Environment, Learner Experience, and Personal Factors. The qualitative analysis highlighted the multifaceted nature of BL, revealing both its strengths in fostering an inclusive, cooperative learning environment and the challenges it poses for language teaching and learning. The qualitative insights revealed cultural differences, particularly concerns about maintaining cultural and linguistic heritage among Iranian students and the potential for disengagement due to the lack of face-to-face interaction. Based on the findings, it can be safely concluded that there exist potential differences in how students engage and perceive BL indicating the need for culturally tailored approaches for enhancing the effectiveness of blended learning.
