scholarly journals BLENDED LEARNING INTEGRATION AT SABAH’S TERTIARY INSTITUTIONS, MALAYSIA

2021 ◽  
Vol 6 (43) ◽  
pp. 309-319
Author(s):  
Tracy Joann Stanlee ◽  
Wardatul Akmam Din ◽  
Chelster Sherralyn Jeoffrey Pudin ◽  
Suyansah Swanto
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
English Language ◽  
Review Paper ◽  
Teaching Quality ◽  
Physical Contact ◽  
Traditional Teaching ◽  
English As Second Language ◽  
Tertiary Institutions ◽  
Language Courses

21st Century era marks where internet and technology become a necessity throughout every aspects of life; added with current Covid-19 pandemic situation which hinders physical contact between humans to prevent the virus keep spreading. Eventually, traditional teaching approach requires to shift towards new norm that integrates technology in all courses, including English Language Courses, as well as to adhere the Standard Health procedure. This paper enlightened the benefits and challenges when implementing Blended Learning in the classroom efficiently among ESL educators and learners. This review paper was administered through appropriate vicarious data in previous studies form conducted by various researchers in English as Second Language (ESL). The findings revealed that Blended Learning incorporation brought advantages for both ESL educators and students when this 21st Century teaching strategies being incorporated in ESL classrooms. In addition, this paper may help students improve their learning achievement, as well as increase ESL educators’ self-efficacy to fully employ Blended Learning that leads to their advancement of their teaching quality skills, especially during Covid-19 pandemic era.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

scholarly journals Barriers to Speaking in English Among Maritime Students

2019 ◽  
Vol 8 (12) ◽  
pp. 5577-5584
Keyword(s):  
English Learners ◽  
English Language ◽  
Female Students ◽  
Contributing Factors ◽  
Tertiary Institutions ◽  
Speaking Proficiency ◽  
Language Courses ◽  
Oral Skills ◽  
Survey Questionnaires

This study analyses the contributing factors to problems with regard to speaking in English among maritime students at two tertiary institutions in Malaysia. This study looks at five paradigms: learners’ personality, amount and quality of exposure to English, learners’ attitude, learners’ motivation, and pedagogical management of the English Language courses at the campus. The study also compares the causes of the speaking problems in English between male and female students. Survey questionnaires are distributed to 150 final-year maritime students. Data were analysed descriptively via SPSS. It is found that the main causes of the students’ speaking problems stem from the teachers’ pedagogical management of the English subjects, exposure to English, and personality which contribute moderately to the learners’ predicaments. However, motivation and attitude are identified to have contributed the least to the students’ oral skills inadequacies. Several ensuing implications for initiatives to help enhance students’ speaking proficiency in the English Language are also discussed.

scholarly journals Effects of Blended Learning on Motivating Secondary Students to Learn English Language: A Pilot Study

2021 ◽  
Vol 3 (2) ◽  
pp. 23-29
Author(s):  
Hamizatul Hamiza Zainon ◽  
Hamidah Yamat
Keyword(s):  
Pilot Study ◽  
Blended Learning ◽  
Secondary Students ◽  
English Language ◽  
Teaching Method ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Before And After ◽  
Level Of Motivation

Blended learning is a combination of traditional teaching method and the use of technology to provide a more organized learning approach in which it gives students extra control over the time, situation and ways of learning. This study investigates the effects of blended learning on motivating secondary level of students to learn English language. A pilot study was conducted. The sample consists of sixty secondary levels of students in a particular school in Shah Alam district, Selangor, Malaysia. The pre and posttest were used to test students’ achievement and the survey adapted from Gardner’s Attitude/Motivation Test Battery was implied to determine students’ motivation level before and after the use of blended learning. The analysis through paired-sample t-test revealed that, there was improvement on the level of motivation of the students and there were significant differences on student’s achievement whereas they performed better after the use of blended learning. The use of blended learning has a positive impact in individual professional development and instead of measuring the effect of blended learning towards student’s achievement; attitude or motivation to learn a language, further studies should also measure the other impact of blended learning itself especially in education.

scholarly journals The Effectiveness of English Learning Media through Google Classroom in Higher Education

2020 ◽  
Vol 2 (1) ◽  
pp. 475-483
Author(s):  
Abd. Syakur ◽  
Sugirin ◽  
Widiarni
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Process ◽  
English Language ◽  
Industrial Revolution ◽  
English Education ◽  
Technological Development ◽  
Tertiary Institution ◽  
Study Programs ◽  
Language Courses

The technological development of the industrial revolution era 4.0 greatly influenced the world of education, especially higher education. The purpose of this study was to analyze the effectiveness of the implementation of education using Blended learning based learning in the Covid 19 season. Blended learning used one of which is Google Classroom. Blended learning involves all academics in the tertiary institution in English language courses. This research is a trial with two cycles namely cycle I and cycle II. The results of the data are analyzed based on the cycle in the implementation of learning. The results achieved in this study describe blended learning, knowing Google classroom as an alternative in learning English, and learning blended learning through Google classroom. Results in Cycle I are on average lower than Cycle II as measured by learning (69% to 100%), active student (27% to 100%), achievements (89% to 96%), learning process (70% to 100 %), complete score 25% to 86%), not complete ye (75% to 12%), success (45% to 75%) The use of Google classroom can improve the results of the average achievement of English material on students of English education departments. The conclusion of this research is that this application can run effectively, in order to help facilitate lecturers and students in English education study programs in carrying out the learning process more deeply.

Evaluating Web Content for Self-Directed Language Learning

2010 ◽  
pp. 179-193 ◽  
Author(s):  
Yoko Hirata
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Web Content ◽  
Web Based ◽  
Tertiary Institutions ◽  
Japanese Students ◽  
Language Courses ◽  
Information And Communication

Recently, information and communication technology (ICT) in Japanese tertiary institutions have begun to play an increasingly important role in teaching and learning of foreign languages. This technology helps students have access to various kinds of language learning materials and resources through the websites any time and anywhere. Online or web-based language courses provide Japanese students with the variety and flexibility to work at their own level and pace through this technology. However, a major issue to be considered when implementing these courses is the fact that traditionally Japanese students are not culturally self-directed or autonomous language learners. The purpose of this study was to examine how Japanese students perceived two different approaches of self-directed language learning projects through the evaluation of English language websites. The findings suggested that the students’ perceptions of the research-based project using websites were positive and they were able to regulate their own learning process.

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