EXPLORING STUDENTS’ PERCEPTIONS OF BLENDED ENGLISH LANGUAGE LEARNING IN MALAYSIAN TERTIARY EDUCATION
DOI:
https://doi.org/10.35631/IJMOE.831118Keywords:
Blended Learning, English, Perception, Students, Tertiary EducationAbstract
This study examined tertiary students’ perceptions of blended English language learning, focusing on three dimensions of interaction: student-content, student-student, and student-teacher interaction. Guided by Moore’s Interaction Theory, the study employed a quantitative cross-sectional survey design involving 641 students with experience in online and blended English language learning at selected Malaysian higher education institutions. Data were collected using a seven-point Likert-scale questionnaire and analysed using descriptive statistics. The findings revealed positive perceptions across all three interaction dimensions. Student-content interaction recorded the highest overall mean (M = 5.33, SD = 1.151), followed by student-teacher interaction (M = 5.15, SD = 1.213) and student-student interaction (M = 5.06, SD = 1.341). At the item level, students particularly valued, useful information from educators (M = 5.73, SD = 1.017), appropriate educator guidance (M = 5.72, SD = 1.073), and attractive online learning materials (M = 5.51, SD = 1.090). However, comparatively lower ratings for willingness to share opinions with educators (M = 4.63, SD = 1.318) and lesson-related problems with peers (M = 4.76, SD = 1.505) indicate that student-initiated communication remains an area for improvement. These findings suggest that positive blended English language learning experiences are associated not only with accessible and well-designed digital content but also with effective teacher guidance and opportunities for meaningful peer interaction. The study contributes quantitative evidence on the relative strengths and areas for improvement across the three interaction dimensions, with implications for designing more interactive and learner-centred blended English language courses in Malaysian tertiary education.
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