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Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300

IOSTE BORNEO 2014

Blended Learning in Teaching Secondary Schools’ English: A

Preparation for Tertiary Science Education in Malaysia
Ling Siew-Enga,*, Magdaline Anak Muukb
a
Universiti Teknologi MARA Sarawak, 94300 Kota Samarahan, Sarawak, Malaysia
b
Sekolah Menengah Kerajaan Kidurong, Sarawak, Malaysia

Abstract

Science and Technology Education is one of the efforts to meet the National Vision 2020. Most of the Science based courses in
tertiary education are conducted using English. As an initial preparation to tertiary science education, English foundation must be
strongly rooted as continuity from secondary to tertiary education. At the same time, educationists are shifting their traditional
teaching method towards online learning. Malaysia is a multi-racial country with Malay, Chinese and Indian as the three main
races and many other minority natives. English, as a subject or as a medium of instruction stays a very important role in Malaysia
education. Over the years, the performance in English of students has been very unsatisfactory. Educationists are looking at many
measures to improve students’ performance in English and one of the measures that stands out is blended learning. Different
subject teachers are having their own ways in applying blended learning. The paper investigated why English teachers apply
blended learning in their lessons and what are the tools used in their blended learning lessons. Data were collected from English
teachers from secondary schools in Bintulu, Sarawak. In depth interview was used to collect qualitative data. The study identified
ten reasons why English teachers applied blended learning and identified eleven tools used by English teachers in their blended
learning lessons.
©
© 2015
2014TheTheAuthors.
Authors.Published
Publishedbyby
Elsevier Ltd.Ltd.
Elsevier This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of Universiti Teknologi MARA.
Peer-review under responsibility of Universiti Teknologi MARA.
Keywords: online learning; blended learning; English teachers; tertiary science education; science and technology
______________________________________________________________________________________________________

* Corresponding author. Tel.: +6082677707; fax: +6082677200.

E-mail address: lingse@sarawak.uitm.edu.my

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of Universiti Teknologi MARA.
doi:10.1016/j.sbspro.2014.12.677
294 Ling Siew-Eng and Magdaline Anak Muuk / Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300

1. Introduction

Malaysian Education was guided by Nation Vision 2020 to become a developed nation. To achieve this vision,
Malaysian Ministry of Education develops a National Education Blueprint 2013-2025 which becomes part of the
Vision 2020. A Science and Technology (S & T) education which is one of the drivers for Nation Vision 2020 was
planned under S & T policy (Natrah & Ruzanna, 2013). Today, Malaysia has moved into innovative and knowledge-
based economy as a roadmap to globalization and internationalization to meet the demand of human capital in S & T
by the year 2020 (Selveraj et al., 2014; Raslan & Ahmad Razif, 2013). Parallel with this new era, Malaysian
government has approved English to be the medium of private institutions in tertiary education (Selveraj et al.,
2014). Beside this, public universities are conducting courses using English in most of the science based courses
such as medicine, and engineering. From the government policies and plans, English, science and technology are
closely related.
To fix into the roadmap to Vision 2020, National Higher Education has strengthen the teaching and learning
through its National Higher Education Strategic Plan 2007-2010. One of the effective delivery system for teaching
and learning is information and communication technology (ICT). With the advancement of ICT, blended learning
has slowly gains its momentum in teaching and learning process (Selveraj et al., 2014).
Technology has changed the development of education tremendously. In this era, technology and the Internet are
slowly taking place in teaching and learning (Stickler et al., 2010). The use of ICT has shifted teachers from
teaching using traditional method towards the advancement of technology and Internet (Elliot, 2009) due to the
demand of technology knowledge. Teachers are formally and informally networking with other colleague, as they
are aware that technology would enhance their teaching as well as challenge their students in learning by featuring
ICT tools. The tools provide better teaching and learning experiences (Kose, 2010), which would further enhance
teachers-students development in learning using the latest technologies. Notwithstanding, teachers are starting to
apply blended learning (BL) in their lesson by combining both face-to-face and online learning.
Malaysia is a multi-racial country with Malay, Chinese and Indian as the three main races and many other
minority natives. English, as a subject or as a medium of instruction stays a very important role in Malaysia
education since the colonization by British. The consequences of colonization had made Malaysia rich in linguistic
and cultural differences. Over the years, the performance in English of students has been very unsatisfactory (Melor
& Nur, 2011). Educationists are looking at many measures to improve students’ performance in English. The use of
BL in teaching and learning provides opportunity for English teachers to improve students’ performance in English.
Up to date, most of the developments of blended learning lessons in Malaysian secondary schools are based on
individual teacher’s understanding of blended learning and their limited technology skills (Smart School Project
School, 1997). Different teachers may blend different parts of their teaching with technology. To maximize the
blended learning in English Language classroom, teachers need to understand why they apply blended learning and
what are the tools used by English teachers in blended learning (Bijeikiene et al., 2011; Elliot, 2009; Motteram &
Leithner, 2009). The tools used by English teachers in blended learning may help English teachers plan their
blended learning lessons (Baltaci-Goktalay, 2010; Motteram & Leithner, 2009).
The study aimed to:

i. investigate why English teachers apply blended learning.

ii. identify the tools used by English teachers in blended learning.

The findings in this study may help English teachers plan their blended learning lessons in future. Therefore, in
the study, the above problems need to be addressed to give English Teachers some guideline in planning and
implementing blended learning.

2. Literature review

Different researchers defined blended learning in different way. Graham et al. (2003) summarized the definitions
into three common themes: combining instructional modalities (or delivery media), combining instructional methods
and combining online and face-to-face instruction. Accroding to Graham (2005), the first two themes are to broadly
 Ling Siew-Eng and Magdaline Anak Muuk / Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300 295

defined where they includ almost all learning systems. He suggested that the third theme to be used as this definition
could reflect the historical emergence of blended learning systems.
Educators used blended learning to maximise the advantages of traditional face-to-face learning and online
learning (Wang et al., 2009). To create the best learning model for their students, different educators blend their
lessons for different reasons to create the most efficient learning environment (Wang et al., 2009). Literature has
reported why people used blended learning. The reasons given were flexibility provided by blended learning
(Aborisade, 2013; Pardo-Gonzalex, 2013), to create interest in study (Adas & Ayda, 2013) through interesting
lesson (Pearcy, 2009), to increase communication (Wang et al., 2009; Palak & Walls, 2009; Ellis et al., 2006), for
social networking (Murray, 2000), to develope independent learning skills (Aborisade, 2013; Pape, 2010), to
increase accessibility of learning materials (Aborisade, 2013; Filimban, 2008), to support collaboration (Aborisade,
2013; Anderson, 2007; Ellis et al., 2006), to motivate students (Eydelman, 2013; Leithner, 2009), create a student-
centred learning environment (Vernadakis et al., 2011), to support the existing teaching approaches and to create
individually tailored solutions (Mullamaa, 2010). In addition, studies also found that teachers are using technology
to support student collaboration, project-based learning and problem solving (Ellis et al., 2006) and to reduce class
time (Leithner, 2009; Pape 2010). Table 1 summarized the reasons why people use blended learning.
Table 1. Reasons on why people use blended learning

No Reasons from literature review

1 support face-to-face teaching approach; (Mullamaa, 2010; Anderson, 2007)
2 support collaboration (Aborisade, 2013; Anderson, 2007; Ellis et al., 2006)
3 communication (Wang et al., 2009; Palak & Walls, 2009; Ellis et al., 2006) through social networking
(Murray, 2000)
4 increase accessibility of learning materials (Aborisade, 2013; Filimban, 2008)
5 reduce class time (Leithner, 2009; Pape, 2010)
6 create interesting lesson (Pearcy, 2009)
7 create a student-centred learning environment (Vernadakis et al., 2011)
8 create motivating learning environment (Eydelman, 2013; Leithner, 2009)
9 flexible(learning time and location) (Aborisade, 2013; Pardo-Gonzalex, 2013)
10 develope independent learning skills (Aborisade, 2013; Pape, 2010)
11 create individually tailored solutions (Mullamaa, 2010)

In blending English subject, researchers revealed that they used blended learning to improve their students’
writing abilities (Adas & Bakir, 2013; Eydelman, 2013), to increase English communicative competence (Lawn &
Lawn, 2015), to teach reading, speaking and writing skills (Pardo-Gonzalex, 2013), and to teach public speaking
(Ainol Haryati Ibrahim, & Zailin Shah Yusoff, 2012).
There are many tools used to create effective blended learning. Higgins and Gomez (2014, p5) abstracted the
recommended tools from Allan (2007, p15-45). They gave five categories of tools namely technologies used in the
classroom such as PowerPoint, interactive whiteboards and audience response systems, virtual communication tools
such as audio files, discussion boards, e-lists, discussion groups, chat or conferencing, email, news groups, polling,
questionnaires, web forms and videoconferencing; social-networking software such as instant messaging and phone
calls, podcasts, social-networking sites, video clips, virtual worlds, weblogs and wikis; e-learning systems such as
VLEs, conferencing systems, group collaboration software and group sites and mobile learning using mobile
phones, laptops and tablet PCs. The tools suggested by Allan (2007, p15-45) is summarized in Table 2
Past studies reported that teachers used similar range of tools on blended teaching such as email as a discussion
tool, video for annotated still pictures, video and audio files, discussion board, case studies on web compact disc
(CD) hybrid and chat (Ellis et al., 2006). Pape (2010) suggested incorporating online tools into students’ toolkits in
blended learning. The online tool kits suggested by her were Web 2.0 tools such as wikis, blogs, podcasting, digital
storybooks and discussion forums. Beside this, she also suggested to used cell phone and computers as blended
learning tools. The web-based tools such as wiki, podcast, YouTube were also used by Ainol Haryati Ibrahim and
Zailin Shah Yusoff, (2012). Pardo-Gonzalex, (2013) shared his experience in using learning management system,
email, video and audio recording where Leithner (2007) used CD-ROM. To make blended learning more powerful,
teachers can blend various media delivery types, for instance, classroom training, seminars, web-based courses as in
Web 2.0 environment, CD-ROMS, video, animation, YouTube, social media books, the internet and Power Point
slides, just through a click of a mouse (Joshi, 2012).
296 Ling Siew-Eng and Magdaline Anak Muuk / Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300

Table 2. The categories and tools use for blended learning

No Category Tools (from LR)

1 Technologies in the classroom PowerPoint

interactive whiteboards
audience response systems

2 Virtual communication tools through Internet audio files

discussion boards
e-lists
discussion groups
chat
conferencing
email
polling
questionnaires
web forms
videoconferencing

3 social-networking software instant messaging

phone calls
podcasts
social-networking sites
video clips
virtual worlds
weblogs
wikis

4 e-learning systems Learning Management system

conferencing systems
group collaboration software

5 mobile learning group sites

mobile phones
laptops
tablet PCs

Many studies were conducted to investigate the effect of implementing blended learning in higher learning
institutions abroad. Not many studies have ventured into the implementation of blended learning in schools
particularly in English subject in Malaysia. Up to date, Malaysia Ministry of Education has not requested schools to
implement blended learning. With the advancement of technologies, researchers would like to find out why English
teachers use blended learning to teach English and what are the tools they use. The outputs will benefit other English
teachers in Malaysia on blending English lessons.

3. Methodology

This study utilized the qualitative method to explore why English teachers use blended learning and what are the
tools use by them in blended English lessons. Qualitative method was used because this method allows researcher to
explore the interest of the study in a natural setting.
The population of the study was English teachers teaching Form 1 to Form 5 of secondary schools in Bintulu
division, Sarawak, Malaysia. The population is based on the approval of Sarawak Education Department. The
number of population for English teachers is 87 teachers (Table 3). Teachers were selected randomly from each
school for the interview. The number of sample depended on the saturation point of the collected data where they
are no more new ideas from the respondents.
 Ling Siew-Eng and Magdaline Anak Muuk / Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300 297

Table 3. Number of English Teachers in Bintulu Division

No School Number of English Teachers
1 School A 17
2 School B 13
3 School C 8
4 School D 10
5 School E 12
6 School F 8
7 School G 11
8 School H 8
Total 87

In-depth interviews were carried out in the eight schools as in Table 3. The interviews were carried out during
the school session in June until September 2012. The interview protocol was prepared to dissect teachers’ reasons
for blending their lessons and tools they used in blended learning. After each interview, the data was transcribed and
analysed immediately. The interview processes were continued until the data reach the saturation point.
Qualitative data were transcribed and coded using Nvivo software with the same theme or pattern was grouped
together. The themes for the reasons to use blended learning from the literature were used to group the data. The
themes are display in Table 1. The themes from the literature were for any blended learning courses and used as a
guide to group data on why English teacher uses blended learning in their lessons. If the data is not suitable to be
under any of the theme, then the new theme will be created. For example, two respondents said:

I apply BL in my lessons to stimulate students’ thinking and thus making the lesson interesting so that
they would be able to attract and engage my students’ interest in learning the language.
If i incorporate some online teaching materials in my lesson, my students love it. They were very
attracted by the picture i show them.

The two assertions were group under theme number 6: create interesting lesson.
There were five main categories of tools used in blended learning as in literature review (Table 2). The
categories and tools were used as a guide to group the data on what tools English teachers used in blended learning.

4. Findings and discussions

There were 27 teachers involved in the study. Among them, 21 (77.8%) were female teachers and another 6
(22.25%) were male teachers (Table 4).
Table 4. Distribution of Qualitative Respondents
Gender Number of respondents Percentage (%)
Female 21 77.8
Male 6 22.2
Total 27 100

Based on the theme in Table 1 as a guide, the reasons given by English teacher on why they blend their lesson
were summarized in Table 5.
All reasons given by English teachers were consistent to the ten themes in literature review. There is no reason
consistent to the eleventh theme in Table 2. There is no new theme created for this. The data in this study were
group into the ten themes as in Table 5. The findings of the study were specifically for English lessons which were
different from the literature where the themes were for any blended learning courses.
The tools used by English teachers are summarized in Table 6. There were five main categories of tools used by
English teachers in blending their English lesson. For Technologies in the classroom category, only PowerPoint was
used. There were three tools used by English teachers under Virtual communication tools through Internet category.
The three tools were audio files, chat and email. Under Social-networking software category, there were four tools
used by English teacher to blend their lesson namely instant messaging, phone calls, social-networking sites and
video clips. There was no e-learning systems tool used by English teachers. For the last Mobile learning category,
298 Ling Siew-Eng and Magdaline Anak Muuk / Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300

all the three tools were used by English teacher. The tools were mobile phones, laptops and tablet PCs. The tools
used were consistent with the tools suggested for blended learning course. From the tools use by English teachers in
Bintulu division, Sarawak, there were only eleven tools used in their BL English lessons.

Table 5. Finding on why English teachers use blended learning

No Themes from literature review
teachers
1 support face-to-face teaching approach; (Mullamaa,
2010; Anderson, 2007)
2 support collaboration (Aborisade, 2013; Anderson,
2007; Ellis et al., 2006)
3 communication (Wang et al., 2009), Palak and
Walls, 2009; Ellis et al., 2006) through social
networking (Murray, 2000)
4 increase accessibility of learning materials
(Aborisade, 2013; Filimban, 2008)
5 reduce class time (Pape, 2010)
6 create interesting lesson (Pearcy, 2009)
7 create a student-centred learning environment
(Vernadakis et al., 2011)
8 create motivating learning environment (Eydelman,
2013; Leithner, 2009)
9 flexible(learning time and location) (Aborisade,
2013; Pardo-Gonzalex, 2013)
10 develope independent learning skills (Aborisade,
2013; Pape, 2010)
No of Example of assertion from participants
17 With technology in our lesson, it is easy for us to search for
information or ask students to look for information for their essay
or for the new literature component
8 Students are finding the information especially if they work in
group.
12 Sometimes, we email to discuss something with our colleagues.
As teachers, we should communicate with students after school.
For example, eeemmm…using Facebook
5 Students will benefit from the teaching-learning process if teacher
use technology. We can use the online learning materials when
we need it.
2 For good class, we can reduce contact hours because the students
can find the information they need especially if they work in
group.
12 With blended learning, students will not get bored or tedious in
my lessons.
6 Students are finding the information themselves.
18 For poor students or lower secondary, we use pictures, graphics,
animation and sounds. We need to attract them. For good students
or upper secondary, we can ask them to elaborate.
Students will benefit from the teaching-learning process if teacher
use technology. Students will not get bored or tedious with the
traditional teaching.
8 Students can find their learning materials anytime and anywhere.
8 Some of them learn certain skills from the link we suggested.

Table 6. The categories and tools use for blended learning

Category Tools (from LR) No of teachers Example of assertion from participants
Technologies in PowerPoint 16 When I use Power Point with video clips or songs, my students will get
the classroom involve and participate because they always want to watch video and
listen to song at the time.
Virtual audio files 16 When I use Power Point with video clips or songs, my students will get
communication involve and participate because they always want to watch video and
tools through listen to song at the time.
Internet
chat 7 Sometimes students chat with me to ask questions…
email 12 Sometimes, we email to discuss something with our colleagues

Social- instant messaging 7 Students also text me to ask questions

networking phone calls 16 I call my friends
software social-networking sites 12 As teachers, we should communicate with students after school. For
example, eeemmm…using Facebook
video clips 16 When I use Power Point with video clips or songs, my students will get
involve and participate because they always want to watch video and
listen to song at the time.
Mobile learning mobile phones 6 Sometimes students texted to ask questions…
laptops 28 I use laptop play CDs/DVDs
tablet PCs 4 I use tablet to play song
 Ling Siew-Eng and Magdaline Anak Muuk / Procedia - Social and Behavioral Sciences 167 (2015) 293 – 300 299

The findings of the tools used in the study specifically for English lessons which were different from the
literature where the tools suggested were for any blended learning courses.

5. Conclusion and future recommendation

The study identified ten reasons why English teachers apply blended learning and eleven tools use by English
teacher in blended their English lessons. The ten reasons and the eleven tools identified in the study were consistent
with literature. The only different of the findings from literature is the reasons stated in the literature were not solely
for English lessons only but for any blended learning courses. Therefore, the findings from the current study were
contributed to the literature on blended learning especially for blending English lessons.
The data were collected through face-to-face interview and coded according to the theme identified from the
literature. The study only limited to Bintulu division in Sarawak, therefore, another study can be conducted to a
wider population. Beside this, further study can look into details on why English teachers only choose the eleven
tools but not others tools suggested in the literature? Observation on how English teachers carry out their blended
learning lesson is needed too.

Acknowledgements

This work was supported in part of Research Management Institute (RMI), Universiti Teknologi MARA.

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