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This paper presents a case study of using blended learning to develop students’ attitudes toward learning English, the potential of available technology to develop language skills, and learner autonomy in a university environment. In a world where ICT and the internet are readily available. The blended learning method is becoming increasingly popular in the pedagogical field. It combines independent-study with valuable face-to-face interaction with a teacher. This study highlights students' attitudes towards learning outcomes in a general English Language course taught in a blended learning environment in Al-Quds Open University (QUO). Elearning strategies were used in parallel with traditional teaching methods of the four language skills. The sample of the study consisted of 60 undergraduate students divided into a control group and an experimental group. The attitudes of students were compared between the control group and the experimental group to measure students’ attitudes toward learning English, the potential of available technology to develop language skills and learner autonomy. The findings of the study show that students' attitudes towards the integration of blended learning had a positive effect in enhancing students' language skills as well as autonomous learning and learner motivation. Some recommendations were drown to stakeholders, instructors, and students to enhance implementing blended learning aiming to enrich knowledge and develop language skills and proficiency.

Students' Attitudes towards Implementing Blended Learning in Teaching English in Higher Education Institutions: A Case of Al-Quds Open University