Language Teaching Research Quarterly

The global COVID-19 pandemic has accelerated the adoption of online learning materials, activities, and interactive tools, both synchronous and asynchronous, to enhance students' educational experiences. This research empirically evaluates the value that Omani university students assign to online learning and teaching, particularly in supporting their face-to-face education within the blended learning framework during the pandemic and beyond. The study used a mixed-methods research design to collect data through quantitative surveys and qualitative interviews. A total of 106 participants from Sohar University completed the survey, and 20 of them were selected for follow-up interviews. The findings indicate that, overall, students expressed satisfaction with the quality of online learning and teaching materials in the blended learning context. However, some students expressed dissatisfaction with the online interaction and teacher feedback. Specifically, the absence of individualised teacher feedback seems to have negatively affected students' motivation to engage in practice activities and discuss them with teachers during face-to-face sessions. The study offers pedagogical insights into effective integration of online technologies in educational programs and the utilisation of online platforms for technology-mediated instruction in higher education.