Aligning Teachers’ Attitudes with Blended Learning Practices in Malaysian Primary ESL Classrooms
DOI:
https://doi.org/10.15282/ijleal.v16i1.13188Keywords:
Blended learning, ESL classrooms, Malaysian, Primary schools, Teachers' attitudesAbstract
The rise of blended learning as a transformative approach has gained considerable attention in the current educational landscape. Nevertheless, there is a scarcity of research which focuses on the alignment between teachers’ perceived attitudes and their actual classroom practices, particularly within the Malaysian primary ESL context. Therefore, this study investigates the alignment between teachers’ perceived attitudes and their practices in implementing blended learning within the Malaysian primary school English as a second language (ESL) classroom. This study uses a mixed-method approach, combining surveys, classroom observations, and stimulated-recall interviews. Findings revealed that teachers overall held positive perceived attitudes towards blended learning implementation. The findings also revealed a contextually bounded alignment between teachers’ perceived attitudes and their observed blended learning practices, therefore suggesting that perceived usefulness and perceived ease of use supported teachers’ enactment of blended learning practices within classroom constraints. Consequently, the findings of this research recommend professional development programs aimed at further aligning teacher attitudes with effective blended learning practices, thus assisting Malaysian primary school ESL teachers to reach the optimal use of blended learning.
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