The implementation of blended learning in a Malaysian ESL listening classroom: a case study / Sofwah Md Nawi

Many tertiary institutions have sought to implement blended learning i.e. the combination of face-to-face and Computer-Assisted Language Learning (CALL) in enhancing English as a Second Language (ESL). Nonetheless, limited insights into blended instructions that cater to specific skills such as listening have been found. The purpose of this case study is therefore to examine the use of blended approach for the purpose of teaching and learning of ESL listening and how it is viewed by the Malaysian ESL learners. A descriptive case study design was employed involving one intact ESL listening class of 30 students under the Diploma of Computer Science programme. Data for the study were collected using questionnaires, semi structured interviews and pre and post tests. The study employed a blended language learning framework by Neumeier (2005) as well as the Technology Acceptance Model by Davis (1989). The findings obtained from both qualitative and quantitative data, revealed that the students moderately favoured blended learning and were able to practice listening in both in and out of class as supported by various CALL resources. Several aspects of the blended instructions influenced the students' perceived usefulness and enjoyment of learning in the blended class namely the flexibility in learning time, space and individual preferences. The analysis using the Technology Acceptance Model revealed moderate-level of perceptions in terms of the usefulness, ease of use and attitude towards using technology for ESL listening practices. Nonetheless, the significant increase in both the actual listening test results and the students' perceived listening performance suggest the value of a blended instruction for ESL listening. The outcomes of the study provide practical implications for curriculum developers and language practitioners in building and implementing effective blended model for language learning.