Enhancing Vocabulary Acquisition among Year 1 Pupils in Rural Schools through Blended Learning Strategies

Abstract

Vocabulary acquisition is fundamental in early English language learning, particularly for pupils in rural primary schools where exposure to English is limited. This study examined the effectiveness of blended learning strategies in enhancing vocabulary acquisition among Year 1 pupils in a rural Malaysian primary school. A quasi-experimental design was employed involving 30 pupils divided into an experimental group and a control group. The experimental group received vocabulary instruction through blended learning strategies integrating face-to-face teaching with digital learning materials, while the control group was taught using traditional methods. Data were collected through vocabulary pre-tests and post-tests as well as classroom observations. Quantitative data were analysed using descriptive statistics and t-tests, while qualitative data were analysed thematically. The findings showed a significant improvement in vocabulary scores within the experimental group. Although the experimental group achieved higher post-test mean scores than the control group, the difference was marginal, possibly due to limited technological access and the short duration of the intervention. Classroom observations indicated higher engagement and participation among pupils exposed to blended learning.The study concludes that blended learning has positive potential for enhancing vocabulary acquisition among young learners in rural contexts when adequately supported and implemented over a sustained period.