The Influence of Value Beliefs Towards Teachers’ Blended Learning Practice in Malaysian Primary ESL Classroom Context
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Abstract
The field of blended learning has gained significant traction in the educational landscape. While there is a growing body of research related to pupils’ achievement in a blended learning classroom, there is limited research that addresses the teachers’ perspective towards blended learning. Hence, this study attempts to investigate the teachers’ value beliefs towards blended learning implementation in an English as Second Language (ESL) classroom and how these beliefs influence teachers’ blended learning practice. This study employed the explanatory sequential mixed-method design. The participants consisted of 144 primary school teachers in the state of Negeri Sembilan. The instruments used to collect the data were questionnaires and semi-structured interviews. Firstly, based on the analysis of the questionnaires, the findings indicated that teachers overall have positive value beliefs towards blended learning implementation. Moreover, the findings from the interviews also concluded that teachers incorporate technology in their classrooms when they believe that technology is beneficial to themselves and their pupils. Consequently, the findings of this research highlighted the value of the blended learning approach to cater to the needs of current learners in line with 21st-century learning as well as the significant effect of teacher beliefs in assisting Malaysian primary ESL school teachers to reach the optimal use of blended learning.
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