Blended Learning in Teaching Secondary Schools’ English: A Preparation for Tertiary Science Education in Malaysia

Abstract

Science and Technology Education is one of the efforts to meet the National Vision 2020. Most of the Science based courses in tertiary education are conducted using English. As an initial preparation to tertiary science education, English foundation must be strongly rooted as continuity from secondary to tertiary education. At the same time, educationists are shifting their traditional teaching method towards online learning. Malaysia is a multi-racial country with Malay, Chinese and Indian as the three main races and many other minority natives. English, as a subject or as a medium of instruction stays a very important role in Malaysia education. Over the years, the performance in English of students has been very unsatisfactory. Educationists are looking at many measures to improve students' performance in English and one of the measures that stands out is blended learning. Different subject teachers are having their own ways in applying blended learning. The paper investigated why English teachers apply blended learning in their lessons and what are the tools used in their blended learning lessons. Data were collected from English teachers from secondary schools in Bintulu, Sarawak. In depth interview was used to collect qualitative data. The study identified ten reasons why English teachers applied blended learning and identified eleven tools used by English teachers in their blended learning lessons.

The Blended Learning Approach and Its Application in Language Teaching

“…First, F2F class experience enhances social interactions where the teacher is able to pinpoint the specific abilities of the student (Siew-Enga & Muuk, 2015). Thus, F2F instructions allow students to express ideas, interact with others, build speaking skills, and improve cultural understanding of the target language.…”

“…As mentioned above, pedagogical richness propagates for professionalism and knowledge capacity among the teachers with the ability to transform the knowledge to the learners. Ideologically, constructivism is based on whether the teacher has the knowledge and if he or she can transfer it to the students (Siew-Enga & Muuk, 2015). This is why students want someone "in command" to help them fathom the deeper features of the target language they are learning.…”

The Role Of Collaborative Work In Blended Learning

“…The Internet is the basis for the use of technological tools in learning, and high-quality connections play a leading role in enabling students and professors to take advantage of its potential in new learning environments which may be integrated into the formal dynamics of teaching and learning (Shaidullin, Safiullin, Gafurov, & Safilullin (2014) and Siew-Ling & Anak (2015).…”

Shifting Paradigms of Continuous Professional Development Through Blended Learning and E-Enabled Platforms for 21st Century Teaching and Learning

“…2 Improved retention and reinforcement through follow-up mechanisms on the Web. 3 Greater flexibility to meet the different learning styles and levels of your audience it also has the following advantages [20][21][22].…”