Page 394
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Perceptions of Readiness for English Language Blended Learning
among UiTM Shah Alam Undergraduates
*1
Nor Eleyana Abdullah,
2
Ilham Alia Mat Isa,
3
Mafarhanatul Akmal Ahmad Kamal,
4
Noor Shariena
Zaraini,
5
Mohd Fadhli Shah Khaidzir
1,2,3,4
Academy of Language Studies Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia,
5
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor Darul
Ehsan, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0041
Received: 23 September 2025; Accepted: 30 September 2025; Published: 30 October 2025
ABSTRACT
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.
Keywords: blended learning, readiness, gender differences, technical abilities, self-directed learning, attitudes,
Malaysian higher education
INTRODUCTION
The Fourth Industrial Revolution (4IR) has changed higher education by using new technologies in teaching
and learning. UiTM has welcomed this change by introducing Education 5.0@UiTM. This framework
encourages teaching that is based on learner-driven instruction, flexible learning paths, and the use of smart
technologies to make learning more meaningful (Universiti Teknologi MARA, 2019). The goal is to
prepare graduates the technical and cross-functional skills they will need in the future. In this context, blended
learning becomes a strategic approach because it fits with Education 5.0's goal of personalised, technology-
enhanced education that gives students control over their own learning.
In Malaysia, blended learning readiness is becoming more popular among universities as this model
necessitates the integration of both online and face-to-face instruction. Research shows that students typically
possess fundamental technological competencies, yet the difference lies in the self-directed learning ability and
students' attitudes towards blended learning (Yong, 2023). Using technology to improve the efficacy of English
Page 395
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
language education is one of the Malaysian government's initiatives for getting students to be proficient in
English as outlined by CEFR alignment and technology integration in Malaysia Education Blueprint 2013 -
2025, (Ministry of Education Malaysia, 2013) and blended learning has been one of the approaches to do so
(Fazlinda et al., 2021).
While many students adapt well, others face challenges in transitioning from traditional classrooms to virtual
platforms. This is because readiness may be affected by various contributing factors including internet
accessibility, computer literacy, and motivation (Chung et al, 2020). Several studies have demonstrated that
students’ lack of preparation and familiarity with technology may become a barrier to the effective adoption of
blended learning (Geng et al., 2019; Adams et al., 2021). This suggests that readiness is not uniform. Not only
that, despite the vision of the 4IR, the affordance of blended learning remains dependable of various external
factors such as accessibility and facilities, and internal factors like motivation and attitude, which could vary
greatly based on geographical factors as well. Therefore, understanding these diverse factors is crucial, as it
highlights that successful adoption of blended learning requires not only individual readiness but also strong
institutional support and equitable access to resources.
This study also focuses on the gap of blended learning readiness involving English major undergraduates from
the perspective of gender differences. While demographic factors such as age and field of study have been
explored, gender-based perspectives in language learning contexts remain underdeveloped (Abdul Wab, 2022).
Recent studies also highlight that male and female students often show distinct levels of confidence in
navigating digital platforms, which in turn influences their participation and engagement in blended learning
environments (Korlat et al., 2021; Yu, 2021). These differences indicate that gender is often overlooked as a
demographic variable. However, it could be a significant determinant influencing attitudes towards
technology-mediated learning.
In the context of higher education in Malaysia, it is important to evaluate students' perceptions of their
readiness for blended learning implementation. This is because, the attitude of students and their willingness to
investigate new technologies are significant factors in the success of technology use in education (Mohd Yasin
et al., 2020). Despite the growing implementation of blended learning in UiTM, there are still problems like
unequal access to technology, different levels of self-efficacy, and different attitudes experienced by the
students. Therefore, this study aims to examine the perceptions and readiness of UiTM Shah Alam
undergraduates toward English language blended learning based on these two research questions:
1. What factors influence students’ readiness for English language blended learning?
2. Does gender influence readiness for English language blended learning among university students?
LITERATURE REVIEW
Learning Readiness Theory
Ertmer and Ottenbreit-Leftwich (2010) defined learning readiness as the degree to which an individual or
group possesses the necessary qualities and abilities to participate in a specific task or series of tasks. The
theory explains how readiness for learning is shaped by a combination of knowledge, self-efficacy, beliefs, and
contextual factors that influence the ability to engage with technology-enhanced education. Nortvig et al.
(2018) further pointed out that readiness encompasses both cognitive and affective preparedness to adapt to
new learning modes. Together, these theories served as the framework to the present study.
Readiness for Blended Learning Model
The Readiness for Blended Learning Model by Fazlinda et al. (2021) expands on these notions of Blended
Learning Readiness by identifying five dimensions which include technical abilities, technological
accessibility, self-directed learning, attitudes towards traditional classroom setting and attitudes towards
blended learning setting. For UiTM Shah Alam undergraduates, these dimensions are especially important for
learning English, which active participation, technological proficiency, and adaptability are manifested within
Page 396
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
the physical and classroom environment. Previous studies indicate that readiness serves as a predictor of
engagement and performance in blended learning environments (Ertmer & Ottenbreit-Leftwich, 2010; Nortvig
et al., 2018; Fazlinda et al., 2021). This suggests that comprehending readiness factors can assist educators in
formulating interventions that overcome problems in skill and motivation among students, thereby enhancing
students' preparedness for blended English language learning.
The use of these theories in previous research indicates that readiness is not only essential for effective blended
learning but also a crucial factor influencing learning satisfaction and achievement. For instance, studies
conducted in Malaysian universities indicate that students possessing high self-directed learning abilities and
favourable attitudes towards technology are more likely to effectively adapt to blended learning (Chung et
al., 2020). On similar ground, Fazlinda et al. (2021) found that English language learners' levels of readiness
varied greatly across dimensions, with their attitudes about blended learning often being lower than their
perceptions about traditional methods. Research examining demographic factors has revealed gender
disparities in domains such as computer proficiency and technological confidence (Yong, 2024). The
application of these findings to UiTM Shah Alam undergraduates indicates that readiness assessment must take
into account both the unique attributes of individual learners of different gender and the particular
requirements of English language learning. This underscores the necessity for focused strategies that address
readiness deficiencies while promoting favourable attitudes towards blended learning.
The review of Learning Readiness Theory and the Readiness for Blended Learning Model reveals a consistent
pattern in which technical competence, self-directed learning, and attitudes toward technology interact to shape
students’ preparedness. These frameworks connect closely with past studies showing that readiness is both a
skill-based and mindset-driven construct, yet they also highlight that English language learning presents
unique demands.
Conceptual Framework
The conceptual framework for this study is based on Learning Readiness Theory and the Readiness for
Blended Learning Model, which include both skill-based and attitudinal aspects. It demonstrates how different
readiness factors, such as technical abilities, self-directed learning, attitudes toward traditional and blended
learning, and computer skills, are likely to affect how ready students are for blended learning in English.
Gender is identified as a moderating variable, indicating that previous research has demonstrated that
demographic factors can influence particular dimensions of readiness. This framework integrates theoretical
perspectives and empirical evidence, offering a structured approach to addressing the research questions. It
also shows how the characteristics of each learner and the context of the blended learning environment affect
each other.
Figure 1 Readiness for Blended Learning Model
Blended Learning Practices in Tertiary Education
Blended learning has gained growing popularity in Malaysian higher education in response to the changing
needs of teaching and learning and advancements in technology. A qualitative study conducted by Jassni et al.
(2024) examined ESL learners' experiences with web-based technologies at a public university through semi-
structured interviews with five students, revealing significant enhancements in 21st-century skills.
Page 397
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Nonetheless, difficulties such as diminished social interaction and motivation were also noted. Zetty Harisha et
al. (2019) conducted a study during the early adoption of blended learning in Malaysia on students’ perception
and readiness in the implementation of blended learning in one of the universities in Malaysia. The findings
revealed the students were ready to embrace blended learning.
Another study was conducted by Sharif et al. (2021) which focused on the blended learning among
undergraduate students at University Utara Malaysia (UUM) and the findings agreed with Zetty Harisha et al.
(2019) which demonstrated most students were highly ready and prepared for their technology skills,
psychology, and necessities. Overall, these studies indicate that students are generally ready for blended
learning, with strong technological and psychological preparedness. However, issues such as reduced social
interaction and motivation remain key challenges for effective implementation.
Blended Learning and Gender
Research on gender differences in blended learning readiness and satisfaction have been conducted in multiple
settings. First, Adams et al. (2018) conducted a quantitative study with 366 student participants at a prominent
Malaysian university, using the Blended Learning Readiness Engagement Questionnaire. The study used
Differential Item Functioning analysis and found large differences in readiness based on gender. Female
students performed better on both the self-regulation and communication skills tests. This suggests that gender-
specific strategies might be useful to increase engagement.
Then, Mohamad et al. (2020) administered a survey study at UiTM Pahang focused on student satisfaction and
intention to online distance learning in the context of Movement Control Order (MCO). Although no
significant gender differences in satisfaction was found,. The qualitative feedback from students showed that
male and female students faced different challenges regarding managing workload and connectivity issues.
This underlines the importance of considering contextual factors alongside gender explanations.
In a more recent study, Yong (2024) looked at how demographic factors shaped Malaysian undergraduates’
readiness for blended learning. The results showed that, while there were no broad gender-based gaps in
readiness, female students tended to report stronger computer skills and greater confidence in handling
technology. Yong argued that giving male students more targeted support in these areas might help close the
gap. All in all, these findings point to the idea that gender differences in blended learning readiness do exist,
though they often appear subtle or only in specific aspects.
METHODOLOGY
This study employed a quantitative research design to examine the factors influencing readiness for English
language blended learning and the influence of gender in this context. Quantitative designs are appropriate for
objectively measuring variables and analysing relationships through statistical methods, making them ideal for
studies with large student populations (Adams et al., 2018; Chan et al., 2022).
Next, a 5-point Likert scale online questionnaire to gauge students’ perceptions and readiness levels was used
as the instrument. Such scales are commonly employed in blended learning research because they let
respondents indicate not just agreement or disagreement but the extent to which they feel one way or the other,
which in turn produces data that can be analysed quantitatively (Mohd Nasir et al., 2021). The questionnaire
was organised into two sections. Part A focused on demographic details, such as gender and current semester
of study. Part B contained 27 items grouped according to the Readiness for Blended Learning Model, which
outlines five dimensions: technical abilities, technological accessibility, self-directed learning, attitudes
towards traditional classroom settings, and attitudes towards blended classroom settings.
The participants for this study were 100 English major undergraduates, comprising both male and female
students majoring in English courses from the Academy of Language Studies at UiTM Shah Alam. The sample
size was determined based on similar sample sizes and types used in the study of Fazlinda et al. (2021), who
surveyed 100 English language learners in a Malaysian public university, and Yong (2024), who examined
blended learning readiness among 102 undergraduates in language-related programmes. Keeping the sample
size within this range ensured that the data would be both manageable and sufficiently representative.
Page 398
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Importantly, it also allowed for gender perspectives to be considered while still supporting meaningful
statistical comparisons within the target population.
Next, the study applied a simple random sampling technique so that every student in the population had an
equal chance of being chosen. This method has been successfully employed in similar studies, including
Chengjun and Mustakim (2022), who surveyed 379 Malaysian undergraduates, as well as Duhaim (2017), who
examined 151 students in a blended learning course utilising the same technique, respectively. For this
research, participants were randomly picked from the official enrolment list. This step was intended to
minimise selection bias and, at the same time, to strengthen the representativeness of the sample.
Data collection was initiated by distributing the online questionnaire to the participants on Google Forms
platform. Online data collection methods such as those used Lau et.al (2023) and Saidalvi and Wan Fakhruddin
(2021) showed that Google Forms enabled efficient collection and organization of data. Participation was on a
voluntary basis and prior informed consent was obtained from the participants and UiTM's research ethics was
upheld by ensuring anonymity and confidentiality. Data were collected between January 1, 2023 to January 1,
2024 and were compared to the target sample, where the data was recorded in a spreadsheet. The dataset was
cleaned to remove missing or incomplete data, as required for coding before being analysed statistically.
For the analysis, this study made use of SPSS (Statistical Package for the Social Sciences) Version 27, a tool
commonly applied in quantitative educational research. Descriptive statistics including the mean and standard
deviation were first generated to give an overview of students’ readiness across the five dimensions.
Independent-samples t-tests were then carried out to see whether there were any gender-related differences.
The choice of SPSS is consistent with past studies, such as Wong et al. (2025) and Yong (2024) both relied on
the software when examining blended learning readiness and satisfaction. In line with standard practice, the
level of significance was set at p < .05, meaning that only results below this threshold were treated as
statistically significant. Together, these steps allowed the study to identify overall patterns of readiness and to
compare male and female students in a systematic way.
Validity and Reliability
Cronbach’s Alpha was applied in this study to check the internal consistency of the questionnaire, in other
words, to see whether the items under each dimension were measuring the same construct in a reliable way.
This method is often used in educational research, especially with multi-item questionnaires. Previous work,
such as that of Nurhafizah et al. (2024) and Muhamad et al. (2017), also relied on Cronbach’s Alpha when
testing blended learning readiness, and both reported values above 0.80, which are generally taken as evidence
of strong reliability. In the present study, the test produced results that confirmed the modified readiness
questionnaire was consistent across dimensions. This gives confidence that the instrument was not only
grounded in theory but also statistically reliable.
In order to ensure reliability in the study, the online questionnaire was provided to the respondents via Google
Forms to ensure that questions were displayed consistently and responses were recorded uniformly. Google
Forms has well established its effectiveness in terms of gathering standardised data from large and diverse
populations, specifically in higher education. Chung et al. (2020) and Hadi et al. (2022) endorsed the use of
online questionnaires to measure readiness for online or blended learning, noting benefits of accessibility, cost
savings, and the ability to reach respondents irrespective of their locations.
RESULTS
RQ1: What factors influence students’ readiness for English language blended learning?
Table 1 Factors influencing Readiness for English Language Blended Learning
Readiness
Dimension
Male (M,
SD)
Female (M,
SD)
Higher
Mean
Technical Abilities
4.55–4.72
4.42–4.65
Male
Page 399
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
(0.55–1.03)
(0.63–0.94)
Technology
Accessibility
4.22–4.53
(0.75–1.00)
4.08–4.60
(0.62–1.06)
Mixed
Self-Directed
Learning
3.80–4.30
(0.64–1.22)
4.03–4.13
(0.73–1.19)
Mixed
Traditional
Classroom
Attitudes
4.38–4.70
(0.56–0.90)
4.22–4.63
(0.61–1.00)
Male
Blended Classroom
Attitudes
3.63–4.03
(1.10–1.29)
3.73–4.12
(1.02–1.17)
Mixed
Table 1 illustrates the factors influencing students’ readiness for English language blended learning. The
analysis of readiness dimensions shows that students demonstrated varying levels of preparedness across
technical, cognitive, and attitudinal factors. For technical abilities, male students reported slightly higher
mean scores (M = 4.55–4.72, SD = 0.55–1.03) compared to females (M = 4.42–4.65, SD = 0.63–0.94), with
both groups indicating strong technical readiness. In terms of technology accessibility, results were mixed, as
males reported significantly higher internet access, while females recorded slightly more time spent on online
activities. For self-directed learning, both genders reflected moderate-to-high readiness, with females
showing marginally higher means (M = 4.03–4.13, SD = 0.73–1.19) compared to males (M = 3.80–4.30, SD =
0.64–1.22). Regarding traditional classroom attitudes, male students scored higher (M = 4.38–4.70, SD =
0.56–0.90) than females (M = 4.22–4.63, SD = 0.61–1.00), suggesting stronger preference for face-to-face
learning. Finally, for blended classroom attitudes, both genders reported neutral-to-positive perceptions,
though females scored slightly higher (M = 3.73–4.12, SD = 1.02–1.17) than males (M = 3.63–4.03, SD =
1.10–1.29). Overall, the findings suggest that while students are technically capable and moderately self-
directed, their attitudes toward blended learning remain less positive than toward traditional classrooms,
highlighting the need for strategies to strengthen acceptance and engagement in blended English language
learning.
RQ2: Does gender influence readiness for English language blended learning among university students?
Table 2 Gender and its Influence towards Readiness for English Language Blended Learning
Dimension
t
p-value
Significance
Technical abilities
0.30
.77
Not significant
Self-directed learning
–0.47
.64
Not significant
Attitudes (traditional)
0.54
.59
Not significant
Attitudes (blended)
–0.46
.65
Not significant
Computer skills (subscale)
–2.41
.02
Significant
Table 2 displays the results of independent samples t-tests conducted to examine gender differences across the
five readiness dimensions. The analysis revealed no statistically significant differences in technical abilities,
self-directed learning, attitudes toward traditional learning, or attitudes toward blended learning (p > .05).
However, a significant difference was found in computer skills (t = –2.41, df = 70.29, p = .02), with female
students (M = 3.12, SD = 0.64) scoring higher than male students (M = 2.75, SD = 0.81). This suggests that
gender does not substantially influence most readiness dimensions, but it does play a role in digital
competency. The results imply that while readiness is broadly similar across genders, male students may
require additional support in developing computer skills to ensure equitable participation in blended learning
environments.
Page 400
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
DISCUSSION
The results related to RQ1 suggest that undergraduate students at UiTM Shah Alam generally display a high
level of technical skills and moderate to high levels of self-directed learning skills, a more positive attitude
towards traditional learning than blended learning, and lower computer skills. These results are consistent with
those of Fazlinda et al. (2021), whose data indicated that Malaysian undergraduates had high technical
readiness, but their beliefs about blended learning proved to be less positive than face-to-face instruction.
Similarly, Chung et al. (2020) demonstrated that readiness is influenced by technological skills and an
individual attitude, identifying digital literacy as an important component of success. The computer skill score
reported in this study was low compared to other studies, particularly for male students. The results portray
that while many people engage with technology, technical readiness is still sometimes inconsistent. This
supports Nortvig et al. (2018), who concluded that readiness is based on skill and mindset. Therefore,
supporting digital literacy as well as a broader positive perception of blended learning could dramatically
influence readiness to learn English in this context.
The findings for RQ2 demonstrate that gender does not substantially affect overall readiness dimensions, with
the exception of computer skills, in which female students performed better. This is consistent with the
research conducted by Yong (2024) whereby it was concluded that gender made negligible differences to
overall readiness dimensions, but these results show that female students had superior digital competences.
Similarly, research by Adams et al. (2018) found gender differences did not have an effect on overall blended
learning engagement. However, gender effects were present for particular skills such as technology use and
communication. The findings in this study indicated that differences by gender are not widespread but these
effects may exist in specific skill areas potentially linked to differences in prior exposure or learning strategies.
This reinforces the notion of intervening on specific skills rather than gender as a whole. As such, bridging the
gap of computer skills could be helpful in creating equitable readiness which aligned with the inclusive aims of
Education 5.0@UiTM as well as other higher education initiatives in Malaysia.
CONCLUSION
This study aimed to investigate the perceptions of readiness for English language blended learning among
UiTM Shah Alam undergraduates, highlighting the factors that influence readiness and the influence of gender
on these dimensions. Based on Learning Readiness Theory and the Readiness for Blended Learning Model, the
study emphasises that readiness is a multidimensional construct influenced by technical skills, self-directed
learning, attitudes, and computer proficiency. The literature review highlighted that while blended learning
provides flexibility and skill enhancement, issues with lack of digital literacy and differences in learners'
attitudes continue to be a prevalence. The findings suggest that readiness is not only an individual trait but also
a reflection of institutional support and contextual challenges.
On a practical level, this study highlights the importance of nurturing students’ confidence and competence in
digital environments. Strengthening digital literacy through hands-on training and supportive learning
experiences can help students feel more capable and engaged in blended settings. At the same time, small shifts
in attitude both from learners and instructors tend to matter, and the learning environment itself (such as
internet access or classroom facilities) cannot be overlooked. Institutions can play a key role by offering
targeted workshops, allocating resources strategically, and ensuring that support systems are in place to meet
the diverse needs of students navigating blended English language learning in both physical and virtual
environments. It is hoped that this study managed to contribute to the broader discussion on blended learning
readiness in Malaysian universities and, hopefully, opens the door for more comprehensive strategies in
English language education.
Recommendations for Future Research
Future research could enrich the understanding of blended learning readiness through these recommendations.
Firstly, it is encouraged to adopt mixed-methods designs that include qualitative data such as interviews or
focus groups. Since the findings for gender differences in this study reveals only minimal differences, mixed-
Page 401
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
method approach could provide more in-depth understanding of gendered experiences and learning strategies
that may not be evident through quantitative analysis alone. Next, in future studies, external contextual factors
should also be considered specifically related to rural-urban distinctions in terms of connectivity and
infrastructure. Stratified sampling across different geographical locations could provide broader reflections
about technology access and equity.
Moreover, future studies should explore the connection between readiness and pedagogical and practical
strategies in English language instructions, for instance in investigating how instructional design can be
adapted to support students with lower digital literacy or less favourable attitudes toward blended learning.
Furthermore, longitudinal studies would also benefit this field by measuring readiness over time as blended
learning technology evolves. Finally, expanding the sample to include students from other faculties or
institutions could help determine whether readiness challenges are discipline-specific or more broadly
applicable across Malaysian higher education. In short, there is still plenty of opportunities to sharpen both the
scope and depth of this line of research so that efforts to strengthen blended learning readiness in higher
education become more practical and better targeted.
ACKNOWLEDGEMENTS
The researchers extend their gratitude to Universiti Teknologi MARA (UiTM), the Academy of Language
studies UiTM Shah Alam, and everyone who were involved directly and indirectly in the completion of this
study.
REFERENCES
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
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
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
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.
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
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
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
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
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
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
Page 402
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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
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
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
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
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
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
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
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
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
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
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
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
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
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/
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
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.
Page 403
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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.