In the study, a mixed method case study was applied to gather data for an overall interpretation and

investigate the data within a specific context. This research design was carried out based on its
appropriateness and effectiveness for this study. The object of collecting data based on a variety of
sources is to develop the theory suggesting the qualities of the case and to promote the validity to the
arguments made by the researcher or the participants in the case (Stake, 2005).

In blended learning environment, the students need to take part in learning both inside and outside the
classroom. Moreover, learners in blended learning system are changed from passive learners to be
active ones. They become researchers, practitioners, and collaborators because a dynamic and adoptive
process of blended learning makes them interact with other learning subsystems including instructor,
institution, learning support, content, and technology (Wang et al., 2015)

The main focus of the current research was to probe into the implementation of the revised English
curriculum by newly inducted teachers at secondary level in Khyber Pakhtunkhwa (KP) and highlight the
challenges faced by these teachers. Within the pragmatic research paradigm, it was a mixed-method
research based on a survey study conducted in district Abbottabad of Khyber Pakhtunkhwa. It was based
on purposeful sampling conducted on all the teachers, the participants of the subject research, inducted
through NTS tests since 2014 and tasked to teach English at secondary level. The research instruments
used for data collection in the current research were semi-structured interviews and survey
questionnaire. At the initial stage of data collection, a focused group containing ten newly inducted
teachers (five male and female each) was formed and semi-structured interviews of the group
participants were conducted. Teachers were given maximum time to speak freely on the challenges they
frequently faced in their day-to-day teaching practice. The analysis of interview data helped the
researchers to distribute the challenges into five categories: (a) Classroom (b) Resources (c) Students’
involvement (d) Teachers’ awareness (e) Assessment

 How are English teachers acquiring the knowledge and skills they need to develop

and implement blended learning approach to enhance the quality of the educational

experience?

In a blended learning environment,

These studies on blended learning in EFL environment provided some implications and
suggestions for language teachers and administrators. Kobayashi and Little (2011) suggested
that instructors should provide training and support in the blended learning environment in the
beginning of the course especially for lower level students since it would be beneficial initially to
spend some face - to - face time to train the students. Hong and Samimy (2010) recommended
that second language teachers should support students taking the initiative in using
incorporated CALL modes in order to enable students to have positive experiences of blended
learning in order to achieve the aimed efficacy of blended learning of second language teachers
and learning. Yang (2012) also made some suggestions about the training of the students. He
stated that the online learning should be first designed to allow learners to practice what they
have learned from face - to - face instruction anytime anywhere by informing the students first.

Instructors also have an important role in training the students because of their coordinating
and harmonizing role both in the preparation for and in the late use of online language exercises
as implied by Chan (2014). In relation to the teachers role in blended learning, Kobayashi and
Little (2011) recommended that instructors should be aware that many variables such as the
proficiency level of the students, the length of time they have spent on the program, the
limitations of the program they have used and the learners own level of computer literacy can
affect the learners’ perception of the blended learning as well as their satisfaction.

Instructors also have an important role in training the students because of their coordinating
and harmonizing role both in the preparation for and in the late use of online language exercises
as implied by Chan (2014). In relation to the teachers role in blended learning, Kobayashi and
Little (2011) recommended that instructors should be aware that many variables such as the
proficiency level of the students, the length of time they have spent on the program, the
limitations of the program they have used and the learners own level of computer literacy can
affect the learners’ perception of the blended learning as well as their satisfaction.