<![CDATA[This study examined the effect of blended learning strategies on English language proficiency among secondary school students in Faskari Local Government Area, Katsina State. The research aimed to determine the influence of blended learning on overall English proficiency, its impact on specific language skills reading, writing, speaking, and listening and the differences between students taught using blended learning strategies and those exposed to traditional teaching methods. A descriptive survey research design was adopted, and a sample of 357 students was selected using stratified random sampling to ensure representativeness across schools. Data were collected through a structured questionnaire and a standardized English language proficiency test, validated by experts and pilot-tested for reliability. Descriptive statistics and inferential analyses, including one-sample and independent samples t-tests, were employed to test the hypotheses at a 0.05 significance level. The findings revealed that blended learning strategies significantly improved students’ overall English language proficiency and enhanced performance across all four language skills. Furthermore, students exposed to blended learning outperformed their counterparts taught through traditional methods. The study concludes that blended learning is an effective instructional approach for enhancing English language proficiency in secondary schools. Recommendations include integrating blended learning into the curriculum, providing ICT resources, and training teachers to implement blended strategies effectively.]]>
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