Blended Learning to Learn Presentation Skills Among English Second Language (ESL) Learners

Abstract

This study attempts to explore and understand how the collaborative blended learning environment affects students’ presentation performance. It also intends to examine students’ perceptions of this learning environment. 25 ESL students participated in this study. This study lasted for 14-weeks and involved students participating in the conventional class and group discussion delivered both face to face in the classroom and online mode via ifolio to collaboratively develop their presentation skills. Data collected were analysed qualitatively and quantitatively using the thematic and content analysis methods. The study concluded that integrating collaborative blended learning presentation skills activities in an ESL classroom enhanced students’ positive feeling towards presentations, decreased their communication apprehension and improved their presentation performance. The study implied that in order to create an ideal learning environment that helps students improve their presentation skills, collaborative blended learning presentation skills activities need to be integrated into learning and teaching. With the emergence of rapid technology, blended learning has become a useful teaching and learning approach for teachers and ESL learners, especially in learning presentation skills. However, most English courses are still practising teachers centred, thus, neglecting the important element of integrating technology with face-to-face learning activities in learning presentation skills.