A multiple case study at tertiary level about english language instructors' knowledge, perceptions and practices on blended learning

In today's world, English has the feature of being the most preferred language in communication in many fields such as education, economy and trade, especially science and technology. Actually, English plays an important role in the continuity of intercultural interaction as well as providing information exchange between different nations. In our rapidly developing and changing age, there is a need for a parallel renewal in English teaching methods and techniques. Undoubtedly, English language teachers have great importance in educating future generations to adapt to rapidly changing living conditions. Therefore, in this new paradigm, it is insufficient for English language teachers to have content knowledge alone. In this context, foreign language teachers, in addition to improving their students' foreign language proficiency, have to teach in different cultural environments outside the geography where the target language is used, apply current studies in the field in the classroom, and ensure the continuity of their professional development (Gonzalez, 2000). From this point of view, the teacher of the 21st century should be trained like an actor in a multidimensional way to take a position suitable for every situation. Many different methods and techniques have been used from past to present in English language teacher training programs in our country. First of all, pedagogy is at the center of learning and teaching processes, because a language teacher who will teach a foreign language should have knowledge about the language development process, take into account individual differences in learning and create a classroom atmosphere that can appeal to more people. This study, which closely examined and analysed the place, importance and impact of blended learning in English language teaching, presented a conceptual framework for due diligence that aimed to explore the practices of English language instructors teaching at the university level. While doing this, a case study centering on blended learning issues, which is one of the innovative pedagogies, was conducted and helped the instructors understand how they could develop and apply blended learning by revealing their views on blended learning context, their in-class and out-of-class practices, and their plans for the future. Starting from this work plan, the aim was to illuminate the path of English language instructors to achieve their long-term education and training goals in the context of blended learning. The multiple case study conducted in this research could clarify the perceptions of university-level English language instructors about their competence in blended learning subjects, to what extent they apply and evaluate this innovative pedagogy in the classroom environment, and their suggestions for their education. The study was carried out as complementary parts, each of which required different data collection tools. Semi-structured interviews were conducted with English language instructors to examine their perceptions on the subject. In order to support the data of the interview, semi-structured in-class observation was made. In this study, interviews, observations, diaries, real applications and reflections, all consisting of qualitative and subjective data, were applied in accordance with the nature of the multi-case study. Considering all the above-mentioned points, this study aimed to examine the perceptions of English language instructors about blended learning on the one hand, and discover ways to apply and transform it in the context of blended learning, on the other hand. Focusing on the importance of blended learning, this study aimed to help students face the challenges of the new education-teaching process and illuminate English language instructors who need to reflect and update their practice repertoire. Keywords: Blended learning, English language instructors, multiple case study.