The study aimed to investigate the impact of blended learning on the English-speaking abilities of EFL (English as a Foreign Language) learners, utilizing debate and extempore techniques. The research followed a quasi-experimental design with three stages: pre-observation, intervention, and post-observation. The study included a total of 42 participants, comprising 20 girls and 22 boys in the sixth grade. The experimental group engaged in blended learning activities within a designated classroom, while the control group received traditional English language training. Pre- and post-intervention evaluations of the speaking abilities were conducted for both groups. The experimental group received instruction through integrated learning techniques, which incorporated elements of both online and face-to-face instruction. The study's results revealed that blended learning had a positive impact on students' English-speaking skills. Additionally, the research demonstrated that both extempore and debate techniques were effective in improving English speaking. Based on the findings, the study recommends that teachers incorporate blended learning approaches to enhance their students' speaking abilities. Furthermore, English language instructors are encouraged to explore new methods and employ blended learning to improve student learning outcomes. It is important to note that the study was conducted at a single school, and therefore, the conclusions should not be generalized to other educational settings without further research or replication of the study in different contexts.
