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A series of blended learning training sessions including two face-to-face and four online training sessions on professional identity were implemented among 19 elementary school English teachers in a northwest city in Taiwan. Data analysis of both qualitative and quantitative data was based on the conceptual framework on Neumeier [2005. “A Closer Look at Blended Learning—Parameters for Designing a Blended Learning Environment for Language Teaching and Learning.”  ReCALL  17 (2): 163—178.] and Oliver and Stallings [2015. “Preparing Teachers for Emerging Blended Learning Environments.”  Journal of Technology and Teacher Education  22 (1): 57–81.]. This study had the major findings. First, participants had a positive attitude toward the series of training sessions in terms of access to the materials, learning at their own pace, appropriate time on the sessions, amount of the workloads and assignments, and their expectations of the training. Second, participants’ status had a significant influence on their perspectives on the appropriate time that they spent on each online training session and the reasonability of the workloads and assignments. Six suggestions were discussed in order to design effective blended learning training sessions for English teachers.

Analysis of blended learning training sessions for Taiwanese elementary school English teachers