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Background and Purpose: The COVID-19 pandemic has given a massive proliferation of technology, particularly in education, redefining language learning from face-to-face (F2F) and off-classroom known as blended learning (BL) to a new kind in online distance learning/education (ODL/E). BL is now a mix of synchronous and asynchronous learning. The shift, however impressive it may appear, does not guarantee the effectiveness of the learning process. The gap that leads to the current study is how bibliometrics has shown minimal focus on undergraduates’ acceptance of these changes, especially in English as a Second Language (ESL) learning classes to the newly embraced online BL (OBL) and how humanistic values are important in ESL lessons. Thus the study sets out to understand several issues pertaining to the use of mobile communication devices as a learning tool in ESL MoBL.   Methodology: The present study is a mixed-method research approach using a sequential exploratory design. A set of Technology Acceptance Model (TAM) questionnaires was distributed to understand 264 teacher-trainers, degree and diploma students’ inclination towards ESL mobile learning platforms after a semester of mobile open blended learning (MoBL) integration, whilst side-lining the unnecessary information of Unified Theory of Acceptance and Use of Technology (UTAUT2). Interviews based on Analysis, Design, Assess, and Belief (ADAB) Model further enriched the data on the humanisation aspects of MoBL.   Findings: Findings showed that learners’ inclination to the new MoBL can be affected by gender, age, and maturity. Thus to implement a more humanistic learning modification demands a thorough understanding of students’ needs.   Contributions: The novelty of these findings is the sampling contrasting both degree and diploma students along with teacher-trainees’ perceptions of humanistic values in OBL highlights the effects of, age, maturity and gender on technology in education. This paper suggests a discussion on the humanistic MoBL model for ESL learners. The future implication of the findings suggests age, maturity, and gender affect students’ inclination towards the new MoBL, and pushes the need for more humanistic essences in MoBL.   Keywords: Education, ESL and ELT, humanistic values, mobile learning model, online blended learning, and open distance learning.   Cite as: Tengku Intan Suzila, T. S., Mohd Yusri, M. N., Omar, S. R., & Teo, K. S. (2022). Humanizing mobile online ESL blended learning model. Journal of Nusantara Studies, 7(2), 473-494. http://dx.doi.org/10.24200/jonus.vol7iss2pp473-494

Purpose of the study: The paper aims to unfold politeness in online communication among retailers and clients and debates some ways where cultural values of communication can be taught and thus re-learned. Methodology: The qualitative approach was adopted where discourse analysis method used to review and analyse the updates and comments from Facebook and WhatsApp of conveniently collected data for this study. Main Findings: The study suggest a deterioration of cultural values in communication is at an alarming level among retailers and clients in online communication. Applications of this study: The study will benefit online businesses. Area of studies include business management and communication. Other sub- areas include culture and ethic relations. Novelty/Originality of this study: The study is new to Malaysian business context where multi-racial and multilingual environment play significant roles.

Mediamorphosis is no longer just a concept in blended learning (BL) classes. During the Covid-19 pandemic, students have no option but to endure such media transitions in in open distance learning (ODL) which adopts similar technological use in BL. The present study explores how mediamorphosis in mobile BL affects tertiary level foundation students' learning English language as second language (ESL). The problem that led to the study is the students' level of readiness for changes in English language teaching (ELT) mediums. The objective of this study is to unfold the students' ability to grasp the subject content within the mediamorphic mobile setting. A qualitative approach was adopted to report average learners' feedbacks and to understand the nature of the learners' acceptance and comprehension of the subject content when taught through Mobile Blended Learning Application (MoBL) as opposed to the traditional method. The method assumed were a partial observation method in mobile setting and online interview. Analysis was made using thematic and discourse analysis convention and observations were recorded and themed focusing on method, presentation and content. Recorded observations were made through lectures of one semester and interviews were carried out with two small focus groups -male and female. The findings suggest that lecturers' role in accommodating students' needs and readiness in MoBL mediamorphosis is vital. The significance of the study is the findings will enable ELT to be more adaptive to students' mixed level of mediamorphosis acceptance. The novelty of the study is it refuses a generalization based on data collected using perception-type questionnaire and offering a more in-depth overview of the matter and focuses on ESL average learners only.

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