EXPLORING UNDERGRADUATE STUDENTS' PERCEPTIONS ON THE USE OF BLENDED LEARNING METHOD FOR THE DEVELOPMENT OF THEIR ACADEMIC SKILLS

Abstract

This study explores undergraduate students' perceptions regarding the effectiveness of blended learning in 
enhancing their academic skills at a private university in Karachi, Pakistan. A quantitative research approach 
was adopted, utilizing a survey to collect data on students' experiences with blended learning in their academic 
English courses. The findings reveal that students perceived significant improvements in receptive skills such as 
vocabulary (72%), reading (70%), and grammar (68%), with moderate gains in speaking (58%) and 
pronunciation (55%). Although the majority of students indicated favorable results, a minority (10%) reported no 
enhancement, suggesting possible obstacles such as restricted access to technology or insufficient involvement. 
The research underscores the significance of course design, wherein multimodal input and organized practice 
enhance the efficacy of blended learning. The findings are examined via the lenses of Cognitive Load Theory, 
Self-Regulated Learning Theory, and Constructivist Learning Theory, highlighting the significance of interactive 
and self-directed learning. The findings indicate that well-structured blended learning can significantly improve 
academic skills, especially in receptive areas, however it may necessitate supplementary synchronous exercises 
and individualized feedback to increase speaking and pronunciation results. Enhancements to blended learning 
models should prioritize synchronous contact and provide targeted assistance for students encountering 
engagement obstacle