A CASE STUDY ON BLENDED LEARNING IN TEACHING ENGLISH TO TESL STUDENTS OF A PRIVATE UNIVERSITY IN IPOH

Abstract

This study investigates how a private institution in Ipoh, Malaysia, is using blended learning to teach English to students studying the language as a second language (TESL). Due to its potential to improve student engagement and learning results, blended learning which combines traditional face-to-face classroom approaches with online learning activities has gained popularity in higher education. Self-Determination Theory (SDT), which serves as the theoretical foundation for this qualitative study, and a conceptual framework that emphasizes student production serve as the two main theoretical pillars. The theoretical foundation for this study is self-determination theory, which highlights the roles relatedness, competence, and autonomy play in promoting intrinsic motivation. The study looks at how blended learning settings might provide these psychological needs and encourage TESL students to learn actively and independently. Data were gathered from a sample of  students through focus groups and in-depth interviews to understand more about their opinions and experiences with the blended learning strategy. The conceptual framework is focused on how blended learning affects students' academic achievement and skill development, specifically how productive they are as learners. This paradigm takes into account a number of variables, including the efficiency of both online and offline teaching techniques, the accessibility of learning resources, and schedule flexibility. The results show that blended learning, which offers a more customized and flexible learning environment, can greatly increase students' productivity. Pupils expressed better language proficiency, increased involvement, and a more thorough comprehension of the course material. Overall, this study shows how blended learning can benefit TESL instruction in a private university setting. It emphasizes how crucial it is to create learning settings that foster students' competence, relatedness, and autonomy in order to optimize their academic performance. The knowledge gathered from this study can help shape instructional tactics in the future and add to the larger conversation on blended learning's effectiveness in higher education.