2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia
| Format: | General Document |
|---|
| _version_ | 1860798124169101312 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-04-18 |
| format | General Document |
| id | 16040 |
| institution | UniSZA |
| originalfilename | THEIMP~4.PDF |
| person | Ayuni Madarina Binti Abdul Rahman |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16040 |
| sourcemedia | Server storage Scanned document |
| spelling | 16040 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16040 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 227 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 THEIMP~4.PDF 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia Ayuni Madarina Binti Abdul Rahman 2022-04-18 English language—Study and teaching (Higher education)—Malaysia Blended learning in English writing education Writing performance in communicative classrooms Effectiveness of blended learning in ESL writing Special skills in brainstorming, mind-mapping, organising, content development, processing, editing, and proofreading are required while producing writing. There are several points of contention when it comes to the most effective way to teach English writing in a higher education institution. One of them is the implementation of blended learning approach. Furthermore, the effort to integrate blended learning in the teaching of writing skills necessitates thorough planning. The purpose of the study is to investigate the impacts of the blended learning approach in developing students’ writing performance in a Communicative English classroom. This study used a mixed-method sequential explanatory design which entails collecting and analysing quantitative and qualitative data in two phases within one study. Convenience sampling was used in the selection of sixty respondents (60) from semester one who were divided into two groups: experimental and control. The study employed pre-test and post-test (of similar tests) to collect data in the quantitative phase. The Wilcoxon Signed-rank and Mann-Whitney U tests were used to analyse the data using the statistical programme, SPSS. Meanwhile, in the qualitative phase, six (6) selected respondents from the initial experimental group were interviewed in a semi-structured interview within one-hour duration. The researcher utilised thematic analysis to identify relevant classifications of the interview data. The results revealed that in the pre-test and post-test, there is a statistically significant difference in students’ writing performance within the experimental and control groups. According to the findings, there is a statistically significant difference in students’ writing performance in the post-test between the experimental and control groups. Furthermore, the findings show that a blended learning approach has a number of advantages, including improved self-regulated learning, higher self-confidence, engaging classroom activities, greater accessibility, dynamic interaction, a thorough procedure, and strategic management. The study has achieved the goals to examine the impacts of blended learning approach in a communicative English 1 classroom. Dissertations, Academic Thesis |
| spellingShingle | 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia |
| state | Terengganu |
| subject | English language—Study and teaching (Higher education)—Malaysia Dissertations, Academic |
| summary | Special skills in brainstorming, mind-mapping, organising, content development, processing, editing, and proofreading are required while producing writing. There are several points of contention when it comes to the most effective way to teach English writing in a higher education institution. One of them is the implementation of blended learning approach. Furthermore, the effort to integrate blended learning in the teaching of writing skills necessitates thorough planning. The purpose of the study is to investigate the impacts of the blended learning approach in developing students’ writing performance in a Communicative English classroom. This study used a mixed-method sequential explanatory design which entails collecting and analysing quantitative and qualitative data in two phases within one study. Convenience sampling was used in the selection of sixty respondents (60) from semester one who were divided into two groups: experimental and control. The study employed pre-test and post-test (of similar tests) to collect data in the quantitative phase. The Wilcoxon Signed-rank and Mann-Whitney U tests were used to analyse the data using the statistical programme, SPSS. Meanwhile, in the qualitative phase, six (6) selected respondents from the initial experimental group were interviewed in a semi-structured interview within one-hour duration. The researcher utilised thematic analysis to identify relevant classifications of the interview data. The results revealed that in the pre-test and post-test, there is a statistically significant difference in students’ writing performance within the experimental and control groups. According to the findings, there is a statistically significant difference in students’ writing performance in the post-test between the experimental and control groups. Furthermore, the findings show that a blended learning approach has a number of advantages, including improved self-regulated learning, higher self-confidence, engaging classroom activities, greater accessibility, dynamic interaction, a thorough procedure, and strategic management. The study has achieved the goals to examine the impacts of blended learning approach in a communicative English 1 classroom. |
| title | 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia |
| title_full | 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia |
| title_fullStr | 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia |
| title_full_unstemmed | 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia |
| title_short | 2022_The Impacts of Blended Learning Approach on The First-Year Polytechnic Students’ Writing Performance in a Communicative English Classroom in Malaysia |
| title_sort | 2022_the impacts of blended learning approach on the first-year polytechnic students’ writing performance in a communicative english classroom in malaysia |