ESL Learners’ Qualitative Perspective on Learner-to-Instructor Interaction in Blended Environment

Abstract

English language proficiency exceptionally verbal communication is essential in achieving Sustainable Development Goal four, which is a good quality higher education. Nevertheless, past literature reported a lack of verbal communication among the graduates of English as a second language. Due to the emphasis on technology integration in Malaysian Education Blueprint 2015-2025, blended learning has been widely implemented in most tertiary institutions. However, learners complain they face challenges during verbal communication learning, particularly in learner-to-instructor interaction in a blended environment. Therefore, this study explores the learners’ opinions regarding learner-to-instructor interaction for verbal communication learning in a blended environment. The result of this research is substantial to English language instructors, curriculum designers, and English language learners as the input provides the information to understand the phenomenon in-depth and suggestions to improve verbal communication problems in learner-to-instructor interaction in the blended learning environment. The research question this study intends to answer is “What are the informants’ opinions on learner-to-instructor interaction for verbal communication learning in a blended environment?”.This study employed qualitative research inquiry, particularly phenomenological design, and the data was collected through semi-structured interviews, written accounts, and a focus group discussion. The data was then analyzed using thematic analysis. The findings revealed two significant themes related to the phenomenon: the roles of the instructor and the issues in the learner-to-instructor interaction as well as six sub-themes. Future studies might consider including English language instructors to obtain different perspectives.