A Quantitative Inquiry into the Effects of Blended Learning on English Language Learning: The Case of Malaysian Undergraduates

Abstract

Blended learning has been described as a pedagogical approach that combines effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment (Dziuban, Hartman, & Moskal, 2004). It has also been depicted as an approach that combines traditional learning with web-based online approaches (Whitelock & Jefts, 2003). To what extent are these claims? This study shares the findings of a research project that investigates the use of blended learning in the teaching of English for Academic Purposes to nine classes of students from the Faculty of Social Sciences at Universiti Kebangsaan Malaysia. The blended approach comes in the form of a new course book with a supporting online component. A quantitative approach involving the use of a questionnaire survey was used to find out if the blended approach has benefited the students in terms of meeting their language and personal needs. The findings revealed that the students viewed this approach favourably though slow internet connectivity was a problem.

Effectiveness of the Textbooks on Structure and Function of Cells in Reproductive System Material

“…One example of a learning resource is teaching materials in the form of textbooks. Textbooks are one of the important components in the learning process because they can provide extraordinary learning experiences (Mahmood, 2011;Thang et al, 2013). Textbooks are books that guide students' learning activities (Suwarni, 2015).…”

“…Meanwhile, for students, books can be used not only in schools but also at home to tackle learners' confusion toward some prior materials or those that have yet to be discussed. In addition, the use of books in learning process can encourage learning pattern that was initially teacher-centered to be more student-centered, because learn through textbooks, students are required to look for information they are eager to know, to comprehend a reading text, to reflect understanding in written form and actively participate in learning process (Mahmood, 2011;Thang et al, 2013;Suwarni, 2015). A good textbook must meet certain standards set by the BSNP to be suitable for implementation in the learning process (BSNP, 2014).…”

“…The textbook has become the main learning source in the learning process (Mahmood, 2011;Thang et al, 2013;Anisah and Azzah, 2016). The textbook as teaching material contains knowledge which is derived from basic competencies of the curriculum and used by students in the learning process.…”

Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

“…While the feedback mentioned above revealed the effectiveness of the HEI's business and academic continuity plan, the students nevertheless faced issues with internet connectivity, and their own preference to have face-to-face classes that they were used to. As far as internet connectivity was concerned, this problem has been highlighted by several studies in Malaysia that mentioned technical problems, such as poor internet connectivity and limited data plans [53][54][55], and these issues are not only faced by rural students and academics, but also by people living in urban areas in Malaysia.…”

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

“…A blended learning model has recently been in use for enhanced interaction and collaboration in diverse educational contexts (e.g., Shin, Peachey, & Tuck, 2002;Thang et al, 2013;Wold, 2011). Researchers have rigorously shown the positive effects of online learning on learning processes and outcomes (e.g., Baker & Watson, 2014;Lawton et al, 2012;Ng'ambi & Lombe, 2012;Park & Lim, 2013;So & Bonk, 2010;Spector, 2013).…”