These claims and arguments manifested the urgent need to new entrance; which prompted the stakeholders to search new approaches that combine the properties of both, the traditional learning and e-learning and, to overcome the deficiencies of both at the same time. The way therefore, was paved to the emergence of "Blended Learning" as a new approach blending all forms of traditional learning with the different varieties of e-learning creating an innovative teaching-learning methodology. A new innovation that increases the effectiveness of the teaching situation and offers new opportunities of interactive learning situation. Blended Learning and CALL
Historical background
The use of computer in language learning has started actually in the sixties of the twentieth century. With the advent of the eighties of the century, CALL have been gained considerable space in language learning systems especially, in the advanced countries, in association with great developments in language learning programs.
Computer-assisted language teaching and learning development can be categorized into three stages associated with changes and developments in the linguistic and psycho-linguistic fields. The first was started in the sixties. It was established on the principles of the behaviorist theory, which considers the computer as an optimal tool for learning; that it allows repetition, which enables learning. Therefore, the implementation in this period was restricted into extensive drills, teaching grammar and conducting translation tests.
The second stage was started in the 1970’s and 1980’s with the appearance of the cognitive theory. The proponents of this theory rejected the behaviorist principles theoretically and pedagogically. Their rejection in turn extended to CALL applications and they introduced new sights in the domain. They suggest that concentration has to be on forms usage rather than the forms themselves. They claim that the underlying programs of the behaviorist theory are based on redundancy, thus lack the communication factor; where the communicative theory emphasizes the learner’s use of language in realistic situations, and that the learner's evaluation depending on the given answers rather than his errors. Consequently, many programs have been developed adopting this theory with more control and freedom for learners during learning. The communicative theory lacked the effective, clear system for developing programs that can replace the existed traditional programs; which exposed it to criticism and led to the final stage, the presence of Integrative CALL. In this stage many teaching programs appeared relying on the distinctive characteristics of the computer interactional elements, thus establishing new era in CALL.
How could Blended Learning and CALL be Perceived? The terms have many definitions; The Sloan Consortium defined hybrid courses as "The courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner". Gary Harriman indicated in his article, “What is Blended Learning” (2004) that "Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities". Babu M, Sameer (2009) defines Blended Learning as "A fruitful effort in integrating live classroom activities including face-to-face instructions along with online learning and instructions so as to reap the maximum benefits by utilizing the best elements of all through effective planning by an ideal facilitator". (Dziuban, et al, 2004), define blended learning as "A modality that combines the effectiveness and socialization opportunities of the classroom with the self-directed and active learning opportunities that the online environment offers". On the same track, CALL, as a feature of blended learning is defined as "The search for and study of applications of the computer in language teaching and learning", Levy (1997: p. 1). CALL according to (Driscoll, 2002) is, "To combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training."
Reviewing literature about the topic in general and scrutinizing the above mentioned definitions in particular, indicates that most of the perceptions are revolving around integrating traditional instruction with e-learning. Integrating strategies, methods and means of both approaches with the vast, available variety of instruments. They all agree upon the right employment of methods, means and instruments of traditional instruction alongside with e-learning methods, means and instruments creatively according to teaching-learning situation.
However, all the above mentioned definitions indicate that the three terms (e-learning, CALL, and blended learning) are flexible terms. They intersect remarkably which might cause some confusion and provoke debate about the boundaries that can reflect more expressive meanings of the terms. Allen & Seaman (2010) tried to draw these boundaries in relation to the proportion of online use of the course. They provide typical description as follows:

An Overview of On-Line Learning Environment (Allen & Seaman, 2010)
% Online Type of Course
(Module) Typical Description
0% Traditional Course with no online technology use – content is delivered in writing/oral.
1-29% Web-Facilitated Course that uses web-based technology to facilitate F2F course. May use VLE or web pages to post curriculum & assignments.
30-79% Blended/Hybrid Course that blends online & F2F delivery. Substantial proportion of content is delivered online, typically uses online discussion & typically has a reduced number of F2F sessions.
80+% Online A course where most/all of the content is delivered online. Typically no F2F meetings. In this respect therefore, the researcher would define the term operationally for the purposes of this research as, "Combination of traditional classroom teaching methods (explanation, discussion, dialogue, presentation, practical lessons) and methods of e-learning (Internet, e-mail, an electronic interactive library, conversation, discussion, and forums) in the teaching of American literature Course for English learners at Hebron University."
Properties of blended learning
Many studies had asserted the properties of blended learning and the potential contributions of such an approach in the teaching-learning process. A research presented to the Second Scientific Conference of Faculty of Education at Al-Azhar University; provides many properties of blended learning. The main are: that blended learning can reduce enormously, the expenses of learning in contrast to E-Learning. It also can enhance humane aspects and social relationships between learners, teachers, and learners and teachers. In addition, it is flexible enough to meet individual needs and different learning styles of learners according to their levels, ages and time. Furthermore, it uplifts the quality of teaching-learning process, rises the quality of teaching product and can constitute appropriate solution for teaching many subjects that may be problematic to be taught completely by using E-Learning, (Mustafa, 2008). Another study by Ranteesy & A'qel points out many properties of blended learning adding to what have mentioned previously that, it shifts the teaching-learning process to be learner-centered process, and increases the accessibility of information, Ranteesy & A'qel (2011). Many other researchers explored the domain; Krause (2008), mentioned number of properties approximate to the previously mentioned. Oblender (2002) indicated in a study that blended learning contributes to increasing rates of school attendance. A study by Valerie (2005) provided evidence that blended learning improved and broadened learners' learning skills. In addition to grate number of studies that investigated the impact of using blended learning on different aspects of the teaching-learning process and its components. It is clear from what have been already mentioned and the related literature reviewed that Blended Learning is characterized by combining the properties of both, E-learning and traditional face-to-face learning. The most important of those properties: increasing learning effectiveness; diversity of knowledge means and the abundance of activities and alternatives; fulfillment of active learning; flexibility, which enables implementation in different places and environments according to available potentials; in addition to interactivity and satisfaction that can be realized for both, learners and teachers.

Importance of Blended Learning
The plethora of written and empirical literature about blended learning makes it one of the most important developments in the twenty first century. The brief examples of studies and reports that have been already cited in the previous section can provide clear evidence that blended learning has the potentials to introduce real opportunities for successful teaching-learning experiences. It is more comprehensive, flexible, and effective than diverse e-learning approaches. It can improve teaching-learning effectiveness by offering more harmony between the learners' needs and educational program. It can help focusing on the teaching outcomes and facilitate access of information; it also facilitates communication between the components of the teaching-learning process. It is obvious that blended-learning includes skills, cognitive aspects, and affective aspects which enables overcoming isolation and boredom resulted from using e-learning for long times; and it maintains relationships between learners on one hand, and learners and teacher on the other.
To conclude, it can be said that a great number of studies (some examples mentioned in the previous section) have asserted the importance of blended-learning. It can increase learning effectiveness and improve learning outcomes by offering better correlation between the learners' needs and the intended learning program.
Success factors for blended-learning
There are number of factors agreed upon by most of the educators that may lead to successful implementation of blended-learning. The main factors were summarized by A'masha (2008) in the following:-
1. Communication and guidance; an important factor that regulates the communication between the teacher and the learners, controls the roles and define the expectations of both, the learners and the teacher.
2. Collaborative work; this is a basic feature of blended-learning. It requires interaction of both, teachers and learners; a case which necessitates working as a group with specified roles for individuals.
3. Promoting creativity; technology and multimedia offer wide vistas of innovation; enhancing innovative environments and promoting creativity are of great necessity for successful implementation.
4. Flexibility; to insure success, blended learning program must include different options simultaneously to meet the different needs, interests, and individual differences of learners, and to take in consideration the differences of place and time.
5. Communication; blended-learning necessitates fast connection available all the time to facilitate interactivity between learners and teachers and between learners themselves which offers effective guidance and instruction.
Challenges of implementation
In spite of the enormous contributions that have been proved by great number of studies, a number of challenges and obstacles have emerged through application. Many studies explored and asserted those challenges. Generally, scrutinizing closely in blended-learning as an approach can indicate that it is based on foundations and principles. It is concerned with all the components of the learning-teaching process. Consequently it needs integral environment. The absence or disturbance of any needed requirement may lead to difficulty in application. (Harriman, 2004) for instance provided some challenges related to the design of blended-learning, the management of instructional complexity, the management of roles and responsibilities, creating convenient learning experience, careful management of expectations, and the costs in contrast with traditional learning. Other challenges were added by Esmaeel (2009/A). He suggests that the limited time for application; weakness of learner's electronic skills; slaw internet connection; the instructor's inability to follow up the excessive movement of some learners, in addition to unavailability at the needed time to help the learner; and the reluctance of teachers for using blended-learning, may constitute potential difficulties for implementation. Many other difficulties were explored and discussed by researchers. However, it might be said that the above-mentioned are the main ones.
To conclude, the researcher argues that all the difficulties could be overcome through taking advantage of the others' experiences; preparing suitable infrastructure; creating convenient learning environment; and allocating sufficient financial resources. Furthermore, a working group of experts, teachers, and educators is urgently needed to develop suitable, applicable plans.
Blended-Learning in teaching literature
This section will revolve about two main ideas. The first related to the debate about the feasibility of using literature in EFL classes; the other will discuss the use of blended learning in literature EFL classes.
Traditionally, literature had been taught within English courses to impart knowledge about other cultures and, to some extent, to enhance learners' linguistic skills. Afterwards, with the advent of communicative approaches, the status of literature receded as a direct effect of the new views about the language learning process as a whole and, the needs of learners and the purposes of learning.
Many of the communicative approaches proponents claimed that the ultimate purpose of a foreign language learner is using the language functionally which does not require learning literature, depending on the nature of literature topics. They claimed that literature is rife with obstacles for instance, differences related to historical and social dimensions, linguistic difficulty, the difficulty of text length, and more important, that the literary language is not used functionally. This group of educators therefore, sees literature irrelevant in teaching foreign language. On the other side, many educators emphasized the potentials and stimulating powers of literary texts in teaching foreign language. Lazar (1993) asserted that literary texts as teaching materials can enhance language acquisition; it may broaden students' language perception and develop the students' abilities and skills of interpretation; it can provide learners with all aspects of knowledge.
Parkinson & Reid Thomas (2000) added that literary texts can offer good material for opinion gap activities through the variant views of interpretation they include. On the same track, Duff and Maley (2007) had pointed to the social and affective features of literary texts. They suggest that using literary texts in teaching can provide learners with cultural knowledge which may help in developing understanding and tolerance. On the affective level, they suggest that the affect and emotion included in literature can help in learners' engagement and make the material more interesting and memorable. In an empirical study by Arikan (2005), it was proved that studying literature was beneficial. It helped learners to develop their language skills and recognize different worldviews and ideologies; which provide evidence that literary texts were appealing.
Relying on the above-mentioned evidence the researcher tends to agree with using literary materials in teaching foreign language. It had been proven that literature can constitute rich material for language learners.
Though literary texts are accepted as invaluable source for learning, full advantageous prospects still out of realization; the deficiency might be attributed to the methodology of teaching literature. Literary texts are still taught traditionally. This defect motivated the researcher to explore the possibilities of utilizing available technological advances and instructional technology to improve the outcomes of using literary texts in the teaching-learning process; and more specifically, to refute the prevalent perception in higher education about technology contributions within the field of literature and the erroneous beliefs that technology could not help enough in teaching literature and that literature can only be taught traditionally.
The researcher views blended learning, as an efficient trend proved its effectiveness, can be the promising alternative for attaining the best outcomes. The researcher will enhance this point of view by presenting some supportive evidence, in spite of the scarcity of literature in this domain; then to conduct experimental research through implementing blended learning on one of English Major Courses in Hebron University "American Literature" afterwards.
It has been proven that blended learning is highly successful as a practical methodology for enhancing traditional teaching methods. Building on this fact, which had been asserted through countless studies and research, it could be safely said that the success and achievement which obtained in teaching language aspects can be obtained successfully in teaching literature.
Using instructional technology "particularly blended learning" may inspire a revolution in the world of teaching literature as a subject. It may renovate the perceptions about the subject as a whole; how literature is seen by both, educators and learners; how it is taught and how people perceive literature.
Studies explored the potentials of using technology in teaching literature provided supportive evidence to such an orientation. Jain (2012) asserted that using Information Communication Technology (ICT) in teaching English literature can provide supplementary pillar and addition resource to the traditional mode. It can make the process more interesting for learners and teachers; it brings vitality to the subject, it motivates the learners and prompts their engagement, furthermore, it increases learners' comprehension and improves their proficiency. It also helps the teacher in research in various fields of literature and to use variant methods of teaching. Jain concludes by emphasizing on the importance of ICT in teaching and learning literature in all languages.
A study introduced by Amiri (2012) based on the assumption that technologies have always been interesting to the students. Basing on this assumption Amiri reviewed some scholars perceptions with the aim to discuss to which extent can ICT and Virtual Learning Environment (VLE) contribute to the teaching of English language and literature. Amiri provided supportive evidence depending on Carol (1998), Krashen (2007), Priston (2005), Kim (2005) and Hoven (1999). He concludes that language and literature learning is not restricted to classroom. It should extend to daily-life and real situations out of classroom. Amiri suggests also that both learners and teachers should persist on continuous usage of the available technological devices as an advantageous tools for literature learning and teaching.
An empirical study conducted in the college of education in Ankara, by Arikan (2008), about applying internet technology into the teaching of American and British literatures through using "Internet Groups" with the aim to see how students use the Internet Group in the learning of literature and to discuss the effect of using Internet Group on learning literature. The participants were 132 prospective ELT teachers who had not have experience in studying literature through the medium of the internet. The results indicated that this new medium got the learners' appreciation and met their needs and interests. The majority of the participants manifested satisfaction for using cyberspace which facilitated their interaction and exposed them to massive literary input.
Another empirical study conducted by Arikan (2009) provided evidence that using visual materials to support literature classes had positive impact on learners' success in final achievement scores. It also influenced the classroom environment positively.
Those results support the view that using technology in literature learning can develop both, learners' knowledge of literature and knowledge of computer and internet technologies. It is obvious that the new technologies offer new educational possibilities that may be employed in teaching literature; for instance, role-based discussion method, the possibility of combining auditory and visual presentation interactively and the prospects of access to literary journals, blogs and discussion forums. Literature therefore, no longer confined to books, literary discourse has become available electronically; a fact which should be taken in consideration. This newly imposed fact necessitates acceptance of the challenge and involving the new forms of literary discourse in recent plans and methodologies. Chambers and Gregory (2006) asserted that "modern societies are moving from a word-and-print to an image-and-icon world and it would be pertinent for teachers to include elements of this image-and-icon world in their literature classes in order to engage their students". Building on this view, Yesilbursa (2012) had conducted an empirical study in teaching poetry to a group of Turkish prospective EFL teachers through multimedia materials. The researcher concluded that "literary works can fit well within the currently popular communicative framework of teaching foreign languages"; and that the use of audio-visual materials in teaching poetry had led to learners' enjoyment and better outcomes in learning.
A similar study conducted by Nurulhady (2010). He explored the possibilities in using audio-visual means and online media to improve students' involvement, enjoyment and creativity in English Drama class. The results indicated that using online media had great impact on learners' participation and creativity. It developed students' participation and promoted their creativity. In addition, using online resources helped greatly upgrading the learners' understanding of literary elements of drama. To conclude, it can be said that online media has become indispensible means to be adopted in teaching literature. It is a promising field worthy of intention and exploration; it must get the best of educators' consideration.