Unveiling University Students' Learning Strategies in a Blended English Language Course

Abstract

Extensive research has documented language learning strategies (LLS) in second language learning; however, empirical studies focusing specifically on 21st-century university learners engaged in blended English language courses remain limited. Given the increasing importance of English proficiency and the shift toward technology-enhanced learning, understanding how contemporary learners navigate blended learning environments is crucial. This qualitative study explored the language learning strategies used by 12 first-year Malaysian undergraduates—specifically Islamic school leavers—as they engaged in an English proficiency course delivered through a blended learning approach. Data were collected via semi-structured interviews, focus group discussions, reflective journals, and document analysis, and analyzed thematically using NVivo 12. Four major themes emerged: (1) involving people, (2) utilizing tools, (3) taking actions, and (4) persevering. The findings reveal that students relied heavily on support networks, leveraged diverse digital and non-digital tools, engaged in deliberate learning actions, and demonstrated persistence despite challenges. The blended approach created meaningful opportunities for autonomy, collaboration, and flexible learning. Implications for English language teaching, particularly in tertiary settings with diverse learner backgrounds, are discussed.