Abstract

A significant number of students from Bangladesh lack proficiency in the English language. In addition, government colleges in Bangladesh lack a learning management system (LMS) to mitigate the issues of limited class time and unwelcome disruptions due to holidays and national examinations. Blended learning (BL), which combines traditional classrooms with digital resources, can be an alternative and a promising solution for enhancing students’ English-speaking abilities and teachers’ communication with learners. This research aims to explore the perspectives of English teachers at a government college in Bangladesh regarding the use of BL to improve learners’ English-speaking skills and the challenges they face. This qualitative and exploratory approach, having an interview protocol for primary and existing literature for secondary data to make pragmatic decisions, conducted thematic data analysis. The research revealed that many English teachers employ basic forms of BL to enhance students’ English-speaking abilities, primarily utilizing social media platforms such as Facebook and Messenger groups within their department to communicate, conduct sessions, and provide online resources to students. The research also identified several obstacles encountered by teachers when implementing BL, including their reluctance to use technological tools and students’ lack of access to smartphones and the internet. The finding will help implement BL to enhance students’ proficiency in spoken English. By incorporating BL in educational settings in Bangladesh or beyond, teachers can promote more effective communication for students to give an effective learning experience.