Integrating blended learning in the oral presentation classroom

Abstract

Blended learning is one of the recent approaches which offer some kind of independence on learning as it integrates face-to-face classroom teaching with online learning. The study aims at exploring the impact of blended learning method in teaching communicative skills to ESL learners. A mixed-method design was adopted for this study to discover the effects of blended learning approach on students’ learning outcomes and their learning experience. A group of 52 Polytechnic students were chosen and placed into two groups. The experimental group received the blended learning approach while the control group received face-to-face instruction. The experimental group used MOOC (Massive Open Online Course), a free course available online as part of their learning process. The achievements between the control group and the experimental group were compared to measure the potential of the blended learning approach. Data collected and analyzed were oral presentation scores from both groups, survey and in-depth interviews. Quantitative statistics revealed that there was statistical difference between the experimental group and the control group in the use of language and understanding of content. However, there was no statistical differences in the delivery component. In addition, the qualitative findings also indicated that students displayed positive perception towards the blended learning approach. Overall, findings from this study support the use of blended learning approach as it is found to be effective in enhancing learners’ communicative skills.