EVALUATING THE FACTORS AFFECTING EFL STUDENTS' SATISFACTION WITH BLENDED LEARNING IN A POST-COVID-19 ERA

Abstract

This study examines the factors affecting the contentment of EFL students with blended learning after COVID-19. As predictors of student satisfaction, we analyze technology, pedagogy, instructional design, and student participation. Examined as potential predictors are perceived simplicity of use, subjective norm, and perceived utility. In addition, the study investigates the intention to implement integrated learning as well as the moderating effect of social interaction. Diverse EFL students will be surveyed, and data will be analyzed with regression and moderation analysis. The results will aid institutions in enhancing integrated learning by enhancing technology, instructional design, and student engagement. In addition, the study emphasizes the impact of social interaction on adoption and satisfaction. This investigation aims to optimize the blended learning experiences of EFL students in the post-pandemic era.