Preliminary Insights into Perceptions among Teachers for Blended Learning in English Classrooms

Abstract

Blended learning has emerged within the Malaysian education system as an alternative approach that offers more flexible, accessible and personalized learning opportunities particularly in English language education. This study aims to understand the perspectives of English language teachers in rural secondary schools perceive the integration of the blended learning approach in teaching practices. This study adopted a cross-sectional survey design. A pilot study was conducted involving 40 English language teachers with data collected via an online questionnaire distributed through Google Forms. The analysis involved descriptive statistics, graphical representations and reliability testing using Cronbach's alpha. The findings from the pilot study revealed that most items were clearly understood by respondents with acceptable reliability values above the standard threshold. These results provided valuable insights into item clarity and response patterns that allowing for minor revisions to improve the instrument. Overall, the pilot study underscored the significance of conducting preliminary research to identify and address potential issues before the full scale data collection phase. The findings revealed that teachers in rural secondary schools hold generally favorable perceptions toward factors related to the implementation of blended learning.