Blended Learning (BL) approach to teach young learners writing sentences in ESL classroom

Abstract

The purpose of this study is to explore the effects of using Blended Learning (BL) Approach to teach young learners’ writing sentences in ESL Classroom. This research fills the gap by exploring the effects of BL Approach on young learners in Malaysian context, studying those effects on cognitive aspects while providing in-depth insights into the effects of BL. The research samples were thirty elementary students studying in one of the schools in Johor. A mixed-method research design was employed. With the aim of collecting data, quasi-experimental research design was adapted by using one-group pretest and post-test, a set of questionnaire survey and a focus group interview. The data from the pre-test and post-test were analysed using paired sample T-test, while the data from the questionnaire were analysed using frequency and percentage. Both data were accompanied with descriptive statistical analysis to provide better understanding. Besides, thematic analysis was utilised to analyse the interview data. The findings showed a significant difference on young learners’ writing skill before and after the implementation of BL Approach which reflected the effectiveness of using BL in developing young learners’ writing skill. It was comprehensively reported that BL enhanced writing motivation on young learners’ by changing their negative perceptions about writing as well. The findings are followed by a few recommendations and implications for educators and researchers with close reference to the limitations of this study.