Blended learning, which combines traditional face-to-face instruction with online learning activities, has gained significant attention in the field of English as a Foreign Language (EFL) and English as a Second Language (ESL) education. (Ding, Gao and Lu, 2017). While blended learning models offer numerous advantages, they also present unique challenges that need to be addressed for effective implementation. This thesis aims to explore the challenges encountered in blended learning models in EFL/ESL contexts, identify their underlying causes, and propose potential strategies to overcome them. The research draws on a comprehensive literature review and empirical studies to provide valuable insights for EFL/ESL educators, curriculum designers, and policymakers. By analyzing the challenges faced in blended learning models in EFL/ESL contexts, this thesis aims to contribute to the existing body of knowledge in the field of language education. This thesis discusses potential strategies to address these challenges and optimize the effectiveness of blended learning.