The evolution of pedagogical approaches in higher education, focusing on the emergence of blended learning (BL) as a promising model that combines traditional face-to-face instruction with technology-mediated online learning. It highlights the importance of 21st-century skills, such as critical thinking and communication, for students' success and the challenges faced in implementing effective BL, such as students' motivation and a lack of a humanised learning environment. This research investigated the effectiveness of BL for ESL learners in Malaysia and its impact on developing 21st-century skills. This qualitative research investigated blended learning in the context of English as a Second Language (ESL) education in Malaysian higher education. Focusing on how effective is BL through innovative web-based technologies for ESL learners, how does BL affect ESL learners’ 21st-century skills and to what extent does BL affect ESL learners’ 21st-century skills. A semi-structured interview was conducted with five students from a singular cohort programme at a public university in Malaysia and found that there is a notable enhancement of 21st-century skills through BL. While the findings contribute to ESL teaching methods and 21st-century skill development, there were some limitations, including potential subjectivity and biases in self-reported data. Recommendations include future research with larger, diverse samples and extended intervention durations to capture nuanced, long-term effects of BL on 21st-century skills.
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