This document presents the research proposal on evaluating the effectiveness of blended learning in improving English writing skills among diploma students at KPTM. The study aims to compare writing performance between students who use blended learning versus face-to-face learning, examine how student motivation contributes to performance with blended learning, and identify the most suitable learning approach. The research will employ an experimental design with pre- and post-tests to measure writing performance, questionnaires to assess student motivation, and document analysis to evaluate different learning approaches.

1. The Effectiveness of Using Blended Learning in
Improving Students’ Second Language Writing:
The Case of KPTM Diploma Students
Suhaila Binti Abdul Aziz
2014953827
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2. Introduction
The decline of English
proficiency among school
leaver continues despite on
the emphasis of the
importance of English
(Thang, et al., 2013).
The Change of Teaching
and Learning Strategy
•Traditional classroom to
modern approach
The use E-Learning has been widely used in Higher
Education Institutes in Malaysia
(Norazah Mohd Nordin, Mohamed Amin Embi
& Zaidan Abdul Wahab, 2011)
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3. Background
Previous Findings 1
Moodle in ESL (Ilin, 2013)
•Students appeared to be
autonomous learners
•Positive attitude towards the
learning approach
Previous Findings 2
Blended Learning and L2
Writing
(So & Lee, 2013)
• Post draft online – feedback
from teacher and peers
• The students enjoyed and
benefited from the learning
• Marks for post-test are
better than pre-test
Why conduct this research?
• Different sample
• Use different online learning - OLeS
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4. Problem Statement
Scenario in KPTM
• KPTM students do not fully utilise OLeS
•Only for download notes uploaded by the lecturer
•Limited number and time in conventional classroom = lack of
feedback from the teacher (So & Lee, 2013).
Who involved in the issue?
KPTM students
Why we should solve this
issue?
•Utilisation of OLeS in
improving English
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5. Research Objectives
To compare students writing performance between
blended learning and face-to-face learning
To examine whether the students’ motivation of using
technologies in ESL classroom contribute to students’
writing performance
To identify the appropriate and suitable learning approach
in improving students writing skills.
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6. Research Questions
What is the comparison of writing performance between
those students who use blended learning and face-to-face
learning?
How students’ motivations contribute to students’ writing
performance when they use blended learning in ESL
writing class?
What is the suitable learning approach that can help to
improve students’ writing skill?
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7. Conceptual Framework
Online Learning
Face-to-Face
Learning
Blended
Learning
Learning
Approaches
Students’
Writing
Performance
Students’
Motivation
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8. Research Design
• Qualitative Research
Research
Approach
• Experimental Design
• Group Comparison
Studies
Method
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9. Research Instruments
NO. RESEARCH QUESTION(S) INSTRUMENT(S)
1. What is the comparison of writing
performance between those students who
use blended learning and face-to-face
learning?
Test
• Pre-test
• Post-test
2. How students’ motivations contribute to
students’ writing performance when they
use blended learning in ESL writing class?
Questionnaires
3. What is the suitable learning approach that
can help to improve students’ writing skill?
Document Analysis
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10. Data Analysis
NO. RESEARCH QUESTION(S) DATA ANALYSIS
1. What is the comparison of writing
performance between those students who
use blended learning and face-to-face
learning?
Percentage
2. How students’ motivations contribute to
students’ writing performance when they
use blended learning in ESL writing class?
Frequency, mean,
standard deviation
3. What is the suitable learning approach that
can help to improve students’ writing skill?
Content Analysis
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