Blended Learning to Enhance Writing Skills of Young ESL Learners

Authors

  • Manmit Kaur Faculty of Education, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia
  • Shanti C Sandaran Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia https://orcid.org/0000-0001-9756-3990

DOI:

https://doi.org/10.11113/lspi.v10.20315

Keywords:

Blended Learning (BL), Young Learners, Writing Sentences, ESL Classroom

Abstract

This study investigated the impact of Blended Learning on sentence writing skills among young ESL learners in the classroom. Bridging a gap in existing literature, the research enlisted thirty primary school students and adopted a mixed-method research design. For data collection, a quasi-experimental research design featuring a one-group pre-test and post-test, a questionnaire survey, and a focus group interview was implemented. Paired sample T-test analyzed the pre-test and post-test data, while frequency and percentage were employed for questionnaire data, both accompanied by descriptive statistical analysis. Thematic analysis was used to analysis the interview data. The outcomes revealed a significant enhancement in young learners' writing skills post the BL Approach implementation, signifying its effectiveness. The study also shed light on BL's role in augmenting writing motivation among young learners by transforming their negative perceptions about writing. The findings provide valuable insights into the benefits of using Blended Learning (BL) for teaching sentence writing in elementary school students. Policymakers and educators can gain a deeper understanding of teachers' perspectives on imparting writing skills to young learners, allowing language students to concentrate on building strong sentence-writing capabilities through BL.

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Published

2023-12-13

How to Cite

Kaur, M., & C Sandaran , S. (2023). Blended Learning to Enhance Writing Skills of Young ESL Learners . LSP International Journal, 10(2), 109–125. https://doi.org/10.11113/lspi.v10.20315

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