Learning achievement in purposive communication of ESL college students: A blended learning approach

Authors

  • Marlon S. Pontillas

    College of Arts and Sciences, Camarines Sur Polytechnic Colleges, 4434, Philippines

DOI:

https://doi.org/10.59400/fls.v6i2.1170

Abstract

With the ongoing studies of blended learning in different areas, the study contrasts blended learning with online classes by analyzing pre/post-test scores, grades, and activity scores, indicating blended learning might offer superior outcomes. Additionally, it explores college students' experiences in a blended learning class, providing insights into its effectiveness and areas for improvement. Participants are engineering students from Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines, which includes 45 participants for each group (controlled and experimental groups). The study was based on a triangulation approach of integrating Independent Samples T-test and Multiple Regression Analysis for quantitative data and semi-structured interviews for qualitative insights. Accordingly, certain activities were crucial in improving non-verbal communication, persuasive writing, and research skills that led to confidence build-up and improved students' performances. Narrative descriptions give more enlightening information about boosted confidence and better presentation competence due to better communication skills. Writing skills go a long way in improving students' academic achievement, and Research and writing practices are essential skills that help students achieve higher grades. Integrating the qualitative narratives and quantitative results adds credibility to the study since it gives a different perspective on the blended learning environment. The recommendations to instructors and instructional designers call for blending unique instruction methods, multimedia content, and individualized feedback options. It is also advised to make pedagogical revisions for less impactful activities and provide customized exercises to build student confidence. Finally, this study illustrates the transformative capabilities of blended learning to enhance ESL teaching practice. The insights deepen pedagogue practices and broadly contribute to ongoing discussions around effective ESL education strategies toward better learning.

Keywords:

blended learning; communication skills development; ESL education; pedagogical innovations; purposive communication

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How to Cite

Pontillas, M. S. (2024). Learning achievement in purposive communication of ESL college students: A blended learning approach. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/fls.v6i2.1170

Issue

Vol. 6 , Iss. 2 (June 2024)

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Article

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Copyright © 2024 Marlon S. Pontillas

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This is an open access article under the Creative Commons Attribution 4.0 International License.