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Abstract
In past decades, traditional instruction mainly involved teacher-student interaction. However, nowadays, new approaches are applied in the classroom. In this research paper, blended learning is analyzed since it merges conventional and technological teaching and learning practices. The study examines how this method impacts grammar acquisition among adult A2 learners of English as a Foreign Language (EFL) in a certification center in Cuenca, Ecuador. Therefore, the study employed pre- and post-tests, Likert-scale surveys, and semi-structured interviews to evaluate students' progress and gather their feedback. To measure language learning, all assessments instruments were adjusted to the standards of the Common European Framework of Reference for Languages (CEFR). During six weeks, eight participants aged between 18 and 35 attended three blended grammar lessons per week. They included online activities and classic instruction. The qualitative data offered insights into learners' experiences. It highlighted the different benefits and challenges faced by students while learning grammar through blended learning. The findings revealed that the approach improved grammar development and identified areas that require improvement. The study adds to the ongoing discussion on the role of technology in foreign language education and provides practical recommendations for EFL teaching practices.
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