Perceptions of Readiness for English Language Blended Learning among UiTM Shah Alam Undergraduates

This study examines the perceptions of readiness for English language blended learning among Universiti Teknologi Mara (UiTM) Shah Alam undergraduates, with the aim of identifying key influencing factors and exploring potential gender differences. By adapting the Learning Readiness Theory and the Readiness for Blended Learning Model, this study examines the insufficient emphasis on language-specific readiness and demographic factors in Malaysian higher education. A quantitative research design was utilised, comprising 100 English major undergraduates from the Academy of Language Studies, selected via simple random sampling. An online questionnaire was used to collect data, and SPSS Version 27 was used to analyse the data using descriptive statistics and independent samples t-tests. Findings reveal that the students generally demonstrate strong technical abilities and self-directed learning skills, yet attitudes toward blended learning and computer skills vary. Gender differences were minimal overall but evident in specific skill areas. The study concludes that readiness is affected by both personal skills and support from the institution, which shows that targeted interventions are needed. The implications indicate the necessity of improving digital literacy, fostering positive attitudes towards blended learning, and overcoming infrastructural challenges. Recommendation for future studies include using a mixed-methods design, examining rural-urban differences, enhancing pedagogical alignment with readiness dimensions and instructional design, and examining longitudinal differences in order to design more inclusive and effective blended learning opportunities in Malaysian higher education.

blended learning, readiness, gender differences, technical abilities

1. Abdul Wab, R. (2022). A gender investigation on Malaysian learners’ academic online discourse. International Journal of Academic Research in Progressive Education and Development, 11(4), 1–15. https://doi.org/10.6007/IJARPED/v11-i4/15872 [Google Scholar] [Crossref]

2. Adams, D., Sumintono, B., Mohamed, A., & Mohamad Noor, N. S. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15(2), 227–256. https://doi.org/10.32890/mjli2018.15.2.9 [Google Scholar] [Crossref]

3. Chan, M. S., Fauzi, M. F., Juhari, S. N., Aliman, N., Rajoo, M., Wahab, N. M. A., & Magiman, M. M. (2022). Blended learning practices in Malaysia higher education: A review. Mathematical Statistician and Engineering Applications, 71(3), 1637–1652. http://philstat.org.ph/index.php/MSEA/article/view/1497 [Google Scholar] [Crossref]

4. Chengjun, M., & Mustakim, S. S. (2022). Relationship Between Motivation and Learning Outcomes in E-learning among University Students in Malaysia. International Journal of Academic Research in Progressive Education and Development, 11(2), 666–676. [Google Scholar] [Crossref]

5. Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46–58. https://doi.org/10.24191/ajue.v16i2.10294 [Google Scholar] [Crossref]

6. Duhaim, S. M. (2017). Investigating the factors influencing blended learning success for System Analysis and Design course in Universiti Utara Malaysia (Master’s thesis, Universiti Utara Malaysia). Retrieved from https://etd.uum.edu.my/id/eprint/6540 [Google Scholar] [Crossref]

7. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551 [Google Scholar] [Crossref]

8. Fazlinda, H., Soo, Y. P., Sharifudin, M. A. S., Zain, Z. M., & Rahim, M. (2021). Exploring students’ readiness on English language blended learning. Asian Journal of University Education, 16(4), 137–147. https://doi.org/10.24191/ajue.v16i4.11948 [Google Scholar] [Crossref]

9. Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blended learning environment. International Journal of Educational Technology in Higher Education, 16(1), 17. https://doi.org/10.1186/s41239-019-0147-0 [Google Scholar] [Crossref]

10. Hadi, N. H., Zulkiffli, S. N. A., & Mohamed, W. N. (2022). Students’ satisfaction towards online learning in a public university in Malaysia during COVID-19 pandemic. Journal of Business and Social Development, 10(1), 1–14. http://doi.org/10.46754/jbsd.2022.03.001 [Google Scholar] [Crossref]

11. Jassni, N. F., Ismail, H. H., & Yunus, M. M. (2024). Blended learning in Malaysian higher education: The use of web-based technologies and ESL learners’ 21st-century skills. International Journal of Academic Research in Business and Social Sciences, 14(8), 922–940. https://doi.org/10.6007/IJARBSS/v14-i8/22457 [Google Scholar] [Crossref]

12. Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support. Frontiers in Psychology, 12, 637776. https://doi.org/10.3389/fpsyg.2021.637776 [Google Scholar] [Crossref]

13. Lau, K. Y. L., Runggol, C. J., & Rijeng, J. S. A. (2023). Using Google Forms in E-ESL classrooms during the COVID-19 pandemic: Undergraduates’ perspectives. International Journal of Academic Research in Business and Social Sciences, 13(5), 922–940. https://doi.org/10.6007/IJARBSS/v13-i5/17234 [Google Scholar] [Crossref]

14. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013–2025 (Preschool to Post-Secondary Education). Putrajaya: Ministry of Education Malaysia. Retrieved from https://pppm.moe.gov.my/pengukuhan-pendidikan-bahasa-inggeris [Google Scholar] [Crossref]

15. Mohamad, S. A., Hashim, H., Azer, I., Che Hamzah, H., & Halid, R. A. (2020). Gender differences in students’ satisfaction and intention to the continuation of online distance learning. International Journal of Academic Research in Business and Social Sciences, 10(9), 641–653. https://doi.org/10.6007/IJARBSS/v10-i9/7855 [Google Scholar] [Crossref]

16. Mohd Nasir, F. D., Hussain, M. A. M., Mohamed, H., Mokhtar, M. A. M., & Abdul Karim, N. (2021). Student satisfaction in using a learning management system (LMS) for blended learning courses for tertiary education. Asian Journal of University Education, 17(4), 418–429. https://doi.org/10.24191/ajue.v17i4.16225 [Google Scholar] [Crossref]

17. Mohd Yasin, N., Azman Ong, M. H., & Abd Aziz, N. N. (2020). Assessment of the blended learning implementation in higher education: Students’ readiness perspective. International Journal of Advanced Science and Technology, 29(7), 232–245. Retrieved from https://nadiaaziz.com/wp-content/uploads/2018/01/2020_Nurazlina-et-al_IJAST_Scopus-Q3-1.pdf [Google Scholar] [Crossref]

18. Muhamad, S. H., Nuwairi, N., & Abdul Rani, Z. (2017). Student readiness towards different options of blended learning in English literature classrooms at tertiary level: A pilot study. International Islamic University College Selangor. http://rmc.kuis.edu.my/irmic/wp-content/uploads/2017/05/Student-Readiness-towards-Blended-Learning-in-English-Literature-Classroom-173-187.pdf [Google Scholar] [Crossref]

19. Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of e-Learning, 16(1), 46–55. https://doi.org/10.34190/EJEL.16.1.005 [Google Scholar] [Crossref]

20. Nurhafizah, A., Alias, F. A., Hamat, M., & Mohamed, S. A. (2024). Reliability analysis: Application of Cronbach’s Alpha in research instruments. Universiti Teknologi MARA. https://appspenang.uitm.edu.my/sigcs/2024-2/Articles/20244_ReliabilityAnalysis-ApplicationOfCronbachsAlphaInResearchInstruments.pdf [Google Scholar] [Crossref]

21. Saidalvi, A., & Wan Fakhruddin, W. F. W. (2021). Students’ learning status and expectations with online distance learning. International Journal of Academic Research in Business and Social Sciences, 11(9), 641–653. https://doi.org/10.6007/IJARBSS/v11-i9/10776 [Google Scholar] [Crossref]

22. Sharif, Z., M.Ariff, A.H, Abdullah, Z. & Abu Bakar, F. (2021). Blended Learning Readiness and Its Way Forward: The Case of Undergraduates of Universiti Utara Malaysia. Practitioner Research, 3, July, 99-120. https://doi.org/10.32890/pr2021.3.5 [Google Scholar] [Crossref]

23. Universiti Teknologi MARA. (2019). Education 5.0@UiTM: UiTM Academic Compass. UiTM Press. Retrieved from https://penang.uitm.edu.my/images/hea/EDU5.0/Education_5_at_UiTM_-_UiTM_Academic_Compass_352019-min.pdf [Google Scholar] [Crossref]

24. Wong, Y. M., Yau, P. E., & You, V. (2025). Determinants of students’ satisfaction on blended learning at local private universities in Malaysia. Undergraduate Final Year Project Report, Universiti Tunku Abdul Rahman. http://eprints.utar.edu.my/7240/ [Google Scholar] [Crossref]

25. Yong, M. H. (2024). Students’ preparedness for blended learning in Malaysian higher education: A demographic analysis. Asian Journal of University Education, 20(1), 1–15. https://doi.org/10.24191/ajue.v20i1.25200 [Google Scholar] [Crossref]

26. Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 14. [Google Scholar] [Crossref]

27. Zetty Harisha Harun., Robekhah Harun., & Laura Christ Dass. (2019). A study on learners’ readiness and perceptions of the implementation of blended learning in UiTM Kedah. Journal of Modern Language and Modern Linguistics, 3(2), 41-48. [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests