Abstract

Blended learning has been described as a pedagogical approach that combines effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment (Dziuban, Hartman, & Moskal, 2004). It has also been depicted as an approach that combines traditional learning with web-based online approaches (Whitelock & Jefts, 2003). To what extent are these claims? This study shares the findings of a research project that investigates the use of blended learning in the teaching of English for Academic Purposes to nine classes of students from the Faculty of Social Sciences at Universiti Kebangsaan Malaysia. The blended approach comes in the form of a new course book with a supporting online component. A quantitative approach involving the use of a questionnaire survey was used to find out if the blended approach has benefited the students in terms of meeting their language and personal needs. The findings revealed that the students viewed this approach favourably though slow internet connectivity was a problem.

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