Improvement of English Writing Skills through Blended Learning among University Students in Malaysia

Abstract

The teaching and learning of writing involve developing the linguistic and communicative competence of students. Blended learning is described as a strategic and systematic approach that integrates the best aspects of face-to-face and online interactions using appropriate communication technology. This approach engages students in a tremendous learning experience through verbal and written communication. Therefore, this study aims to explore the benefits of blended learning in learning writing among university students using focus group interviews. The respondents consist of a purposively selected sample of six second-year students from Universiti Sultan Zainal Abidin (UniSZA), Malaysia. The interview data were analyzed using inductive thematic analysis. The findings show that the blended learning approach helps students to develop written communication skills, self-esteem, and interest in learning writing. The students viewed that this approach has provided them with the opportunity to learn in a flexible and conducive learning environment that has positive impacts on their writing. It is envisaged that this study would be beneficial to language instructors and education authorities by providing information that could be useful in the process of curriculum development, particularly for higher learning institutions.

Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

“…Lloyd-Smith (2010) also mentioned that blended learning helps in maximizing classroom space and school resources because it allows students to have multiple responsibilities outside of the school environment. Additionally, research shows that blended learning tends to improve students' communication and reduce communication anxiety as well as encourage students to be self-directed and motivated learners (Liu, 2013;Abdul Rahman et al, 2020). It also engages learners in a pedagogical experience that suits their personal and academic interests (Krasnova & Ananjev, 2015).…”

“…A number of previous studies have concentrated on the effectiveness, effects, and benefits of blended learning using varying designs, scopes, and participants (e.g. Abdul Rahman et al, 2020;Alrouji, 2020;Annamalai, Tan, & Abdullah, 2016;Anggrawan, 2020;Camalahan & Ruley, 2014;Jin, Su, & Lei, 2020;Lam, Hew, & Chiu, 2017;Lien, 2015;McCall, 2017;Milad, 2017;Permana & Santosa, 2018;Permanda, 2017;Scott, Ulmer-Krol, & Jason, 2020;Spanou & Zafiri, 2019;Yusuf, Yusuf, Erdiana, & Pratama, 2018). These studies proved that blended learning is significantly effective in developing positive learning outcomes among ESL students.…”

“…Additionally, Abdul Rahman et al (2020) used focused group interviews to explore ESL learners' perceptions of blended learning in the English writing course. The findings revealed that blended learning "helps the students to develop written communication skills, self-esteem, and interest in learning English writing" (p. 7698).…”

“…Studies have highlighted the importance of teaching and learning English as a Second Language (ESL), particularly in the Malaysian context (Atek, Hassan, Azmi, Yah, Azmi, 2020;Darmi & Albion, 2013;Thirusanku & Yunus, 2014;Ting, Marzuki, Chuah, Misieng, Jerome, 2017). However, poor English communication skills have become a major concern in the country (Abdul Rahman et al, 2020;Azmi, Hashim, & Yusoff, 2018). To achieve positive learning outcomes, students must develop good writing skills (Quvanch & Kew, 2020).…”

“…To enhance learning outcomes, the Malaysia Education Blueprint for Higher Learning Institution (2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025) aims to fully implement the blended learning approach in both public and private higher learning institutions (MOH, 2013). Despite the significance of English writing abilities in the Malaysian educational sector, very few studies were conducted to examine the effectiveness of blended learning in developing writing skills among ESL learners, particularly in the Malaysian context (Annamalai, 2019;Abdul Rahman et al, 2020). These studies used qualitative approaches and suggested further quantitative research.…”