Perceptions among teachers for blended learning in English classrooms: insights from a pilot study

Blended learning has emerged within the Malaysian education system as an alternative approach that offers flexible, accessible and personalized learning opportunities, particularly in English language education. However, limited research has examined how key factors such as social factors, affect, complexity, long-term consequences, job fit, facilitating conditions and experience in technology use influence the implementation of blended learning in rural secondary schools, where contextual challenges such as limited resources and infrastructure are more pronounced. This study reports preliminary work from a pilot study, which provides an initial overview of rural secondary school English teachers perception of blended learning and evaluates the reliability and suitability of the adapted survey instrument. Data were collected using an online questionnaire via Google Forms and analyzed through descriptive statistics, graphical representations, and reliability testing with Cronbach’s alpha. The findings indicate that the instrument demonstrated acceptable reliability and that teachers generally expressed positive perceptions of acceptance and readiness toward blended learning. Insights from this pilot study provide valuable guidance for refining the research instrument and methodological approach before proceeding to the main study. The combination of high mean scores and negative skewness further reinforces this trend, showing consistency between central tendency and distribution and highlighting the value of descriptive statistics in identifying reliable patterns within pilot study data.