Résumé:
The current study aimed at assessing teachers’ readiness to implement Blended Teaching in the
classroom. It sought to find out whether teachers of English at the department of English in
Mohamed Seddik Ben Yahia University-Jijel perceive Blended Teaching positively and support its
integration in their courses. It also aimed at finding out the extent to which the target teachers are
well prepared to successfully implement it. Therefore, it was assumed that teachers of English at
Mohamed Seddik Ben Yahia University-Jijel do have the required competencies and sub-skills of
blending face to face and online instruction, hence, they are ready to implement Blended Teaching
successfully. In order to achieve the underlined goals of this study and to confirm or refute this
assumption, which was an adaptation of Graham, Borup, Pulham and Larsen’s (2017) “Blended
Teaching Readiness Survey” at Brigham Young University, was designed and administered to
teachers. To this end, the target sample consisted of 25 teachers of English (both males and
females); the sample was selected purposively because of its relevance to the research topic and
aims. Data was analysed by using a quantitative approach. The results showed that teachers of
English had a positive attitude towards blended instruction; they think that technology-based tasks
are more effective than traditional ones, and that such type of instruction would permit them to
explore new teaching strategies. It also revealed that teachers are not prepared yet to implement
blended techniques in teaching English language. Interestingly, teachers did not master all the
competencies required from blended teachers; they lack some competencies and vital sub-skills for
an effective implementation of the newly adopted approach. That is why there is a constant need
for particular training programmes and continuous professional development.
