A Meta-Analysis of The Challenges of Implementing Blended Learning in Algerian EFL Classrooms

Abstract

Integrating technology into traditional educational approaches yields a plethora of benefits. However, this kind of integration must take various factors into consideration to ensure its success. The present work identifies the major challenges that Algerian EFL classrooms face while implementing blended learning (BL) in Algerian universities. A meta-analysis research design was employed to answer the research questions. More specifically, descriptive statistical data was collected from 26 previous studies regarding the topic at hand. These studies included master's dissertations and articles that were carried out by Algerian researchers in the context of blended learning. The focus of the dissertation was directed towards three main stakeholders that were concerned with these challenges: institutions, teachers, and students. The findings determined the top 11 most frequent challenges that were faced during the implementation of blended learning in Algerian universities. Amongst the commonest blended learning challenges that this study uncovered are internet-related issues, lack of students’ and teachers’ training and institutional infrastructure shortage, among other challenges