Vol. 3 - 2026
The COVID-19 pandemic has brought about a sudden and unprecedented disruption to the Nigerian education system. This has forced schools at all levels to source for an alternative to the conventional methods of teaching and learning. As face-to-face instruction became temporarily altered, many institutions adopted online and remote learning strategies. During the pandemic, blended learning gained prominence and has ever since proved to be a more flexible and resilient model. This study explores the implications of this shift for the teaching and learning of English Language in post-pandemic Nigeria. With focus on the teaching and learning of core language skills, the paper examines how blended learning can enrich English language instruction through the use of multimedia resources, online discussions and interactive platforms. While the study recognizes that these can make the learning process more interesting, foster independent learning habits, and show learners more authentic language, the fact of unstable internet connection, limited access to digital devices, and different levels of digital competence of teachers and students should not be neglected in the real classroom. In addition, the study highlights the importance of continuous teacher training and institutional support in ensuring the successful implementation of blended learning. The advantages of such an approach may not be realised if they are not applied with guidance and sufficient resources. The paper, therefore concludes that blended learning has great potentials for enhancing English language teaching in Nigeria but implementation of blended learning will be greatly influenced if the challenges of the infrastructure and capacity are tackled in a practical and sustainable way.
Blended learning, English Language Teaching, post-pandemic education, digital literacy
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