Main Article Content
Blended learning has been implemented in UEH since 2016. Previous studies and empirical evidence have demonstrated that this method of learning is a successful approach in terms of the benefits it provides to both educators and learners. However, amidst the COVID-19 pandemic, it is truly difficult for UEH to continue applying successfully blended learning in combination with mandatory distance learning. Student satisfaction has always been a criterion for evaluating an educator's success; additionally, it has been linked to student academic performance and development. As a result, the purposes of this study are to assess student satisfaction with blended learning among Business English majors in UEH and to explore the variables that affect student satisfaction. In detail, an approach in quantitative method was chosen for the data collection and analysis. A conceptual model was created, as well as a questionnaire. The hypotheses were tested using exploratory factor analysis and linear regression with a sample of 104 participants. According to the findings, students are mostly satisfied with blended learning during the COVID-19 pandemic. Furthermore, student satisfaction is positively influenced by technology quality, educator presence, course organization, and interaction, with technology quality and educator presence being major factors.