This paper aims to reconceptualize blended learning as an appropriate approach to teaching and learning to promote the teaching of English from grades 1 to 12. Therefore, it aims to identify the essential components that should be integrated into blended learning models to learn English. In addition, it aims to highlight best practices for integrating blended learning components into ELT contexts. Methodology: A reflective thematic analysis was used to reach the conclusions this study. Textual data collected from various theoretical and empirical publications were categorized and coded to reveal themes and patterns that answered the research questions. Results: Three main components were identified that should be integrated in any blended learning context: digital content, digital environment and digital pedagogy, in addition to physical and traditional content, environment and pedagogy. In addition, these components must be integrated into the framework of instructional design strategies to ensure that learning activities serve the ultimate goals of personalized and engaging English language learning. Recommendations: The reconceptualization process is an incremental process that requires policy makers and educators to continually refine and shape blended learning to achieve its optimal goals.
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