Abstract
Background and Purpose: Vocabulary is the fundamental aspect of a language. However, second language (L2) learners often perceive vocabulary learning as boring and difficult. As such, various efforts must be made by teachers to empower pupils’ vocabulary base to be able to be competent in the target language. Hence, this study attempts to address the use of blended learning on pupils’ vocabulary development and motivation.
 
 Methodology: This research adopted the quantitative research design. The research participants consisted of two classes of primary school pupils chosen through purposive sampling. The pupils were divided into the experimental group and the control group. The instruments used were pre-test, post-test, and questionnaires. An independent t-test was used to compare the mean score to see any significant difference in terms of pupils’ pre-test and post-test scores whereas mean interpretation was used to determine pupils’ level of motivation.
 
 Findings: The results revealed that pupils who learned through blended learning performed better in terms of vocabulary development compared to the pupils who learned through traditional learning. Similarly, pupils have high motivation towards blended learning instructions. It is apparent that pupils become motivated learners when their need for autonomy, competence, and relatedness are fulfilled.
 
 Contributions: This research aids teachers in constructing suitable blended learning environments for content delivery as an alternative way for students to interact with information in preparation for classroom work.
 Keywords: Blended learning, vocabulary development, motivation, ESL classroom, purposive sampling.
 
 Cite as: Teik Hong, A. L., & Stapa, M. (2023). The effect of blended learning towards pupils’ vocabulary development and motivation in an ESL classroom. Journal of Nusantara Studies, 8(1), 406-428. http://dx.doi.org/10.24200/jonus.vol8iss1pp406-428
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