The effects of blended learning in the teaching of English through short story among secondary school students

This study was conducted to determine the effectiveness of blended learning within academic achievements, motivation and learner autonomy constructs. The scope of this study is meant for the teaching of English through short story. A quasiexperimental study was conducted among 116 samples and two different teaching pedagogies were utilized; a blended learning classroom for the treatment groups and conventional learning classroom for the control groups. The data for students’ academic achievement were collected from a post-test conducted. Whereas, data for motivation and learner autonomy were collected through sets of questionnaires adapted from preceding literatures. The differences subsist between the two groups were then analysed using the t-test. The findings revealed that there was no significant difference in the academic achievements. However, there were positive effects both on learner autonomy and student’s motivation constructs in blended learning compared to conventional learning. As a conclusion, blended learning has improved learner autonomy and students’ motivation for the teaching of English through short story. The implication of this study suggests that blended learning is suitable to be implemented for English subject within secondary schools if financial, equipment and technical support are provided.