ABSTRACT

Purpose: To examine how educators’ roles in course design (COD), course organisation (COO), and blended teaching (TRBL) affect blended learning effectiveness (BLE) in an English Extensive Reading Course for EFL learners. Methodology: The study applies Covariance-Based Structural Equation Modelling (CB-SEM) to assess quantitative relationships among COD, COO, TRBL, and BLE. Qualitative insights were gathered through semi-structured interviews and classroom observations. Findings: COD and TRBL significantly enhance BLE, while COO shows no direct impact. Effective COD promotes student engagement and comprehension. TRBL—through guidance, feedback, and motivation—greatly improves learning outcomes. Five key educator roles in BLE were identified: curriculum planner, instructional designer, time manager, tech integrator, and digital etiquette enforcer. Implications: Educational institutions should emphasise COD and TRBL over COO to maximise BLE. Supporting proactive teacher involvement is essential for improved EFL learning outcomes. Limitations: Findings are based on a single course and learner group; broader studies are recommended to enhance generalisability.