An Evaluative Study of a Blended Learning Model Implemented in a Vocational Training Organisation in Saudi Arabia

Mohammad, Mohammad and Martinez Vargas, Carmen (2026) An Evaluative Study of a Blended Learning Model Implemented in a Vocational Training Organisation in Saudi Arabia. PhD thesis, Lancaster University.

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Abstract

This study evaluated the effectiveness of a Blended Learning model implemented in vocational English training within a Saudi Arabian oil company’s industrial training department. The research addressed a significant underexplored area in existing literature by examining the intersection of Blended Learning, vocational English, and educational model evaluation through qualitative methods grounded in Social Constructivism and Situated Learning theories. The study employed a qualitative case study methodology, gathering data from 36 participants including current English students, teachers, job skills trainees, and technical trainers. Data were collected through semi-structured interviews, focus group discussions, and email-based qualitative questionnaires, then analysed using reflexive thematic analysis to explore stakeholder experiences and perceptions of the Blended Learning model’s effectiveness. Five key themes unfolded from the analysis. First, the interplay between modalities revealed that face-to-face instruction excelled in developing oral communication skills and providing immediate feedback, while self-directed learning enabled personalised pacing and written skill development. However, successful integration required careful pedagogical design to prevent fragmentation and foster learner motivation. Second, vocational English skills development showed varying effectiveness across domains, with functional workplace communication and oral skills developing successfully, though gaps existed between academic vocabulary and job-specific terminology. Third, the learning environment and social dynamics proved crucial, with teachers serving as essential facilitators and peer interaction offering valuable collaborative learning opportunities. Fourth, technology integration offered significant opportunities for flexible learning and skill practice, but technical reliability issues and over-reliance on automated tools sometimes undermined authentic engagement. Finally, implementation effectiveness revealed both benefits and challenges, with stakeholders providing valuable recommendations for enhancement including greater workplace relevance and optimised technology integration. These findings showed that effective Blended Learning in vocational contexts needs more than combining delivery modalities; it requires thoughtful pedagogical design that makes use of each component’s key strengths while boosting authentic connections to workplace communication demands. The research also revealed tensions between personalisation and standardisation, individual and social learning processes, and technological convenience versus authentic skill development. Key contributions include advancing social constructivist understanding of knowledge construction across blended modalities, extending Situated Learning theory in technological contexts, and providing practical guidance for vocational English curriculum design. The study also emphasised that authenticity in learning contexts significantly influences engagement and skill transfer, as activities closely simulating workplace demands generated superior outcomes. Additionally, the research offered practical recommendations for educational practitioners, curriculum designers, institutional leaders, and industry partners, emphasising the importance of strategic skill allocation across modalities, industry-specific content development, and sustainable evaluation approaches. This investigation affirms that effective vocational education requires careful attention to specific professional communication demands, thoughtful integration of pedagogical approaches, and ongoing industry engagement to ensure continued relevance in preparing learners for workplace success.