English languages self-efficacy in a blending learning environment / Suthagar Narasuman and Zalina Mohd Zamri.

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%)

English language self-efficacy in a blending learning environment / Suthagar Narasuman and Zalina Mohd Zamri

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma level respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%)

The effect of blended learning models on ESL students' self-efficacy and proficiency

The Malaysian government has encouraged educational institutions to incorporate digital technology and internet resources in the classroom for the past decade. This call was materialised by incorporating various models of blended learning in institutions of higher learning. This was also a value-added method for ESL learners and instructors to enhance students' proficiency and self-efficacy in mastering listening, speaking, reading and writing skills. The objective of the present study is to ascertain the relationship between blended learning and students' self-efficacy in improving their proficiency in the English language. The respondents in this study are diploma-level college students in a public higher-learning institution. The study employed an experimental design involving control and experimental groups. Students in the experimental groups were exposed to a series of blended learning lessons, while students in the control group were taught using traditional lessons. Data was collected by administering the Learning English Self-Efficacy Survey and English Proficiency Test. Data analysis revealed a positive relationship between blended learning, self-efficacy in English language learning and proficiency