Addressing challenges and shaping perceptions: Blended learning in english language classrooms at Pekan community college

• Main Authors: Ezihaslinda, Ngah, Ainol Haryati, Ibrahim, Siti Nur Amanina, Nazri
• Format: Book Chapter
• Language: English; English
• Published: Penerbit UMPSA 2024
• Subjects: LB2300 Higher Education; PE English
• Online Access: http://umpir.ump.edu.my/id/eprint/43534/2/INTRO_TECHNOLOGY-INTEGRATION%20IN%20LANGUAGE%20STUDIES.pdf; http://umpir.ump.edu.my/id/eprint/43534/1/ADDRESSING%20CHALLENGES%20AND%20SHAPING%20PERCEPTIONS%20-%20BLENDED%20LEARNING%20IN%20ENGLISH%20LANGUAGE%20CLASSROOMS%20AT%20PEKAN%20COMMUNITY%20COLLEGE.pdf; http://umpir.ump.edu.my/id/eprint/43534/

This study examines the difficulties and attitudes related to blended learning's introduction in Pekan Community College's English language classes. Blended learning, which combines traditional in-person instruction with digital resources and online learning activities, has become more and more popular in higher education institutions due to its capacity to offer flexible learning opportunities. However, some challenges specific to the English language program at Pekan Community College arise while incorporating it. It examines the primary challenges that educators and learners face, including technological barriers like inconsistent internet access, differences in digital competence, and apprehension about attempting new teaching methods. In addition, factors like the level of institutional support and the accessibility of effective digital technologies are crucial. The study explores these challenges in more detail and how they affect the perception of blended learning as an effective way to promote language learning, student engagement, and overall grade performance. The study analyses pertinent literature and thoroughly synthesises instructor and student input to provide insights on enhancing blended learning situations. The text tackles pedagogical and technological challenges, offering practical strategies and recommendations to improve execution. Ultimately, it underscores the need for adaptable pedagogical approaches and continuous support to ensure the incorporation of blended learning into English language training.