Transforming ESL Learning Through TPACK: A Case Study of a Blended Learning Community in a Malaysian University

In the digital world, learners increasingly expect flexible, interactive, and personalised learning experiences. Higher education institutions have responded by adopting a blended learning approach, combining traditional and online learning environments, a trend amplified in the post-pandemic period. However, uniting ESL learners who have diverse learning abilities to engage effectively with content, peers, and teachers in such settings remain a challenge. This study aims to investigate how a Blended Learning Community (BLC), underpinned by the Technological Pedagogical and Content Knowledge (TPACK) framework, enhances ESL learners' interaction skills. The BLC fosters regular interactions and knowledge sharing, allowing learners to progress at their own pace towards shared goals. Through focus group interviews with 30 ESL learners, thematic analysis revealed that incorporating TPACK in the BLC positively impacts ESL learners' interaction skills, encompassing digitalisation, social, and academic dimensions. Additionally, the findings highlighted the need for ESL teachers to align their technology, pedagogy, and content expertise with learners' expectations. The results of this study offer insights for course designers, policymakers, educators, web designers, and education ministries on the importance of embedding TPACK in the BLC environment to achieve ESL learning objectives.