Blended Learning in Rural Primary ESL Classroom: Do or Don’t

The emergence of the Fourth Industrial Revolution (4IR) had led to discussions constructive relationship between integration technology and teaching learning meet society's needs in innovative era. However, despite current advancement, rural schools' circumstances propelled teachers shy away from integrating their instruction. Therefore, this paper presented a research examine primary school teachers' experiences views on application blended English language instruction using mixed-method explanatory design. A survey questionnaire was employed collect data 86 schools Betong district, while semi-structured interview designed done with five teachers. Data were analysed descriptively, thematically. results illustrated that lacked exposure adequate knowledge learning. It deduced mixed reactions towards learning, varying based experiences. Teachers emphasised lack facilities technological constraints, time, limited skills ICT use, teacher readiness main challenges they encountered. This study may serve as building block broad dissemination among serious consideration effective solutions for problems faced its adoption, particularly schools.