A blended approach in teaching an EAP course

Malaysian instructors' perceptions of the new course materials

Research output: Contribution to journalArticle

Abstract

This paper reports on a study which examines instructors' perceptions of the new commercial course materials that comprises a course book and online practice reinforcement activities. The materials were used to teach undergraduate English for Academic Purposes (EAP) course for Social Sciences at a Malaysian public university. This represents the main facet of the blended approach introduced when the course was redesigned. The sample comprises ten instructors who taught the course for one semester. Three qualitative instruments were utilized to elicit data namely, instructor-researcher reflective notes, focus group discussion and one-to-one interviews. The results of the study were generally positive, however, two main concerns were raised. The first was regarding the difficulty level of the reading comprehension activities in the course book which majority of the instructors felt were too simple and not challenging enough for their students. The second was on internet connectivity to the online practice website which the instructors felt was too slow and was unable to support the students efficiently. The paper concludes by discussing the implications of the findings and provides suggestions for the next cycle of the research.

Original languageEnglish
Pages (from-to)103-117
Number of pages15
Journal3L: Language, Linguistics, Literature
Volume18
Issue number3
Publication statusPublished - 2012

Fingerprint

instructor
Teaching
reinforcement
group discussion
semester
English for Academic Purposes
Instructor
website
comprehension
student
social science
Internet
university
interview
Course Books

Keywords

  • Action research
  • Blended learning
  • Commercial instructional materials
  • Material evaluation
  • Online teaching and learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Literature and Literary Theory
  • Linguistics and Language

Cite this

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title = "A blended approach in teaching an EAP course: Malaysian instructors' perceptions of the new course materials",
abstract = "This paper reports on a study which examines instructors' perceptions of the new commercial course materials that comprises a course book and online practice reinforcement activities. The materials were used to teach undergraduate English for Academic Purposes (EAP) course for Social Sciences at a Malaysian public university. This represents the main facet of the blended approach introduced when the course was redesigned. The sample comprises ten instructors who taught the course for one semester. Three qualitative instruments were utilized to elicit data namely, instructor-researcher reflective notes, focus group discussion and one-to-one interviews. The results of the study were generally positive, however, two main concerns were raised. The first was regarding the difficulty level of the reading comprehension activities in the course book which majority of the instructors felt were too simple and not challenging enough for their students. The second was on internet connectivity to the online practice website which the instructors felt was too slow and was unable to support the students efficiently. The paper concludes by discussing the implications of the findings and provides suggestions for the next cycle of the research.",
keywords = "Action research, Blended learning, Commercial instructional materials, Material evaluation, Online teaching and learning",
author = "Wong, {Fook Fei} and Thang, {Siew Ming} and {Mohd Noor}, Noorizah and Hafizah Latif and {Abd. Aziz}, {Mohd. Sallehhudin}",
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N2 - This paper reports on a study which examines instructors' perceptions of the new commercial course materials that comprises a course book and online practice reinforcement activities. The materials were used to teach undergraduate English for Academic Purposes (EAP) course for Social Sciences at a Malaysian public university. This represents the main facet of the blended approach introduced when the course was redesigned. The sample comprises ten instructors who taught the course for one semester. Three qualitative instruments were utilized to elicit data namely, instructor-researcher reflective notes, focus group discussion and one-to-one interviews. The results of the study were generally positive, however, two main concerns were raised. The first was regarding the difficulty level of the reading comprehension activities in the course book which majority of the instructors felt were too simple and not challenging enough for their students. The second was on internet connectivity to the online practice website which the instructors felt was too slow and was unable to support the students efficiently. The paper concludes by discussing the implications of the findings and provides suggestions for the next cycle of the research.

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