The extent of activating blended learning in teaching English language and its reflection on the academic achievement of fifth-grade students in Madaba Governorate from the teachers' point of view.

The article aimed to identify the extent of activating blended learning in teaching the English language and its impact on the academic achievement of fifth-grade students in public schools in Madaba Governorate from the point of view of teachers. The study adopted the descriptive analytical approach, where the sample of the study consisted of (95) male and female teachers of English language in public schools / Qasaba Madaba District / Madaba Governorate, and in an intentional way. The results of the study revealed that the activation of blended learning in teaching the English language and its impact on the academic achievement of fifthgrade students from the point of view of the teachers came at a high level. In favour of females, the results showed that there were statistically significant differences at the level of significance (α = 0.05) due to the effect of years of experience and in favour of less than (5) years. In light of the results of the study, the researcher recommended several recommendations, including: In all schools of the Hashemite Kingdom of Jordan, preparing human cadres and equipping computer laboratories with appropriate tools and devices; to be able to implement this strategy. [ABSTRACT FROM AUTHOR]

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