Issues and Challenges of Malaysian Primary School Teachers in Incorporating Blended Learning in ESL Classroom

Abstract

The emergence of blended learning in this fast-paced technology advancement period has provided educators, particularly ESL teachers with yet another teaching approach option that could be incorporated within their ESL teaching and learning context. This study aims to obtain insights on issues and challenges Malaysian primary school teachers face in the incorporation of this teaching approach. It seeks to answer two main questions; 1) How do Malaysia primary school teachers perceive blended learning? and 2) What are the issues and challenges Malaysian primary school teachers face in the incorporation of blended learning? This quantitative study utilized an adapted 5-point Likert scale questionnaire survey for data collection. The data was analyzed using the IBM SPSS Statistics version 27 and descriptive analysis was employed to interpret the findings. Participants were 30 ESL primary school teachers from Tanjong Malim, Perak. The findings indicated that primary school teachers reported a positive attitude towards blended learning (M = 4.34, SD = 0.599). Nevertheless, findings indicated that there are issues and challenges on the incorporation of blended learning in ESL classrooms (M = 2.72, SD = 0.939).