Phenomenological exploration of esl blended learning experience for verbal communication skills in a tertiary education context

Abstract

Previous research has shown that English as a second language graduates in Malaysia have a serious lack of English verbal communication skills. In accordance with Sustainable Goal Development 4 by the United Nations, higher education institutions play significant roles in providing quality education to ensure that ESL graduates have not only subject knowledge but also good English communication skills. Many higher education institutions have implemented blended language learning as technology integration further strengthens the quality of education. Even though blended learning offers various advantages for ESL students, previous research has shown that students complain about the difficulties they face when blended learning was implemented. Thus, this study aimed to investigate ESL learners' phenomenological blended language learning experiences for their English verbal communication skills. This research employed a descriptive phenomenological design and involved ten tertiary ESL learners from a higher education institution, where blended learning has been implemented using Moodle as well as other web-based materials and social media. Data has been gathered through in-depth interviews, written accounts by informants, and focus group discussion to answer four research questions related to four key elements namely learning presence, personalisation, willingness to communicate, and social interaction. The collected data was analysed using thematic analysis. The findings revealed that the informants rely on personal strategies in their ESL blended learning environment for their learning presence. Meanwhile, for personalisation, the informants personalise their communication and learning processes in a blended environment mainly by being responsible for their own learning. The findings also show that familiarity with the interlocuters and a desire for new information influenced the informants’ willingness to communicate. Furthermore, despite several challenges, the informants also viewed their social interaction in communicative blended learning positively. Based on the findings, this study provides significant contributions to the body of knowledge on blended learning and communication models, as well as illustrates the main essence of the communicative blended learning experiences of the ESL informants. The study's findings also have practical implications for ESL educators, as existing blended learning techniques at higher education institutions could be improved to help ESL learners enhance their English verbal communication skills.