EXPLORING UNDERGRADUATE STUDENTS' PERCEPTIONS ON THE USE OF BLENDED LEARNING METHOD FOR THE DEVELOPMENT OF THEIR ACADEMIC SKILLS

Abstract

This study explores undergraduate students' perceptions regarding the effectiveness of blended learning in enhancing their academic skills at a private university in Karachi, Pakistan. A quantitative research approach was adopted, utilizing a survey to collect data on students' experiences with blended learning in their academic English courses. The findings reveal that students perceived significant improvements in receptive skills such as vocabulary (72%), reading (70%), and grammar (68%), with moderate gains in speaking (58%) and pronunciation (55%). Although the majority of students indicated favorable results, a minority (10%) reported no enhancement, suggesting possible obstacles such as restricted access to technology or insufficient involvement. The research underscores the significance of course design, wherein multimodal input and organized practice enhance the efficacy of blended learning. The findings are examined via the lenses of Cognitive Load Theory, Self-Regulated Learning Theory, and Constructivist Learning Theory, highlighting the significance of interactive and self-directed learning. The findings indicate that well-structured blended learning can significantly improve academic skills, especially in receptive areas, however it may necessitate supplementary synchronous exercises and individualized feedback to increase speaking and pronunciation results. Enhancements to blended learning models should prioritize synchronous contact and provide targeted assistance for students encountering engagement obstacles.