Blended Learning in ESL Classrooms Regarding Impacts on Students’ Participation towards the Development of Practical Guidelines for Teachers

This study examined the impact of blended learning on student participation in secondary school ESL classrooms, identified the challenges students face during its implementation, and proposed practical guidelines to support teachers in implementing blended learning more effectively. A mixed-methods approach was employed, with quantitative data collected from a sample of 50 Form 2 students. Quantitative data from surveys were analyzed using descriptive statistics to identify overall response trends, and Cronbach’s alpha was used to assess the internal consistency of the survey items. On the other hand, qualitative data were obtained through semi-structured interviews with three teacher participants and analyzed using thematic analysis. In addition to interviews, field notes were used as supporting data to provide contextual insights into classroom practices. The findings indicate that blended learning had a generally positive impact on student participation, where they were found to be more engaged when digital tools and interactive activities were incorporated into lessons. Meanwhile, listening and speaking activities showed higher levels of participation, as students were more responsive to audio-visual materials and group-based interactions. Reading activities demonstrated moderate levels of engagement, although students’ comprehension remained a concern. Writing, however, was acknowledged as the most challenging skill, with students experiencing difficulties related to typing, idea organization, and varying levels of digital familiarity. Based on these results and the specific problems that were found in the analyses, a complete set of practical guidelines was created to help teachers use blended learning more effectively. The study finds that blended learning could get ESL students more involved in class, especially if it is done in a planned and purposeful way. It is important to note, though, that how well it works depends on how well the teachers can utilize it.

Education

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