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Bridging Traditional and Digital Pedagogies in Blended ESL Vocabulary Learning: Learner Perception and Motivation
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Author(s): Andy Lim Teik Hong (Universiti Teknologi Malaysia, Malaysia)and Luqman Mahmud (Universiti Utara Malaysia, Malaysia)
Copyright: 2026
Pages: 30
Source title:
Assessing Educational Digital Transformation in the AI Era
Source Author(s)/Editor(s): Shaoxu Du (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Universiti Sains Malaysia, Malaysia), Nurul Maziah Mohd Barkhaya (Universiti Sains Malaysia, Malaysia), Chuang Chen (Zhengzhou University of Industrial Technology, China)and Jia Wang (Chung-Ang University, South Korea)
DOI: 10.4018/979-8-3373-7508-3.ch011
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Abstract
Vocabulary is a vital component in language learning, yet second language (L2) learners often find it challenging and uninteresting. This study explores the effectiveness of blended learning in enhancing vocabulary knowledge among 76 primary school pupils in Johor Bahru. Using a mixed-method approach, data were gathered through pre-tests, post-tests, questionnaires, and interviews. An independent t-test revealed that pupils in the blended learning group outperformed those in the traditional group. Questionnaire results showed high levels of positive perception and intrinsic motivation toward blended learning. Interview data further supported these findings. The study concludes that blended learning improves vocabulary performance and motivation, highlighting its potential as a valuable instructional strategy in L2 education.
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