As to the changes of learning mode from heavily relying on online learning during pandemic time to the delivery mode of blended learning, preservice teachers are challenged in the pursuit of engagement in learning and meaningful experience for achieving language learning skills. Yet, a little research reports on the journey of EFL learning in the context of blended learning in higher education in Indonesia. Adopting an action research design and employing SHoWeD Analysis by using photovoice, this study aims at examining 5 preservice teachers’ perspectives toward blended learning delivery in terms of learning readiness and their adaptability in the provided learning situation. The findings shed light on the perspectives of preservice EFL teachers in the identity enactment in the process of students’ learning participation.  The implication of this study calls for the inclusion of teacher high adaptability to new way of instructional delivery mode in correspondence with identities constructed and enacted by preservice EFL teachers through blended learning.