






































citation


AsiaCALL Online Journal Received: 30/04/2022 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 31/07/2022 

Vol. 13, No. 4, 2022   Accepted: 01/08/2022 

pp. 32-43  Online: 10/08/2022 

 

CITATION | NG, Y. S., & Ranti, A. T. (2022). The Effects of MS PowerPoint on Students at a Malaysian 

University in the English for Professionals (EFP) Classrooms. AsiaCALL Online Journal, 13(4), 32-43. DOI: 

https://doi.org/10.54855/acoj.221343 

The Effects of MS PowerPoint on Students at a Malaysian University in the 

English for Professionals (EFP) Classrooms 

Yim San NG 1*, Abegunde Theophilus Ranti 1 

1 Universiti Sains Malaysia, Malaysia 
* Correspondence: Yim San NG, Universiti Sains Malaysia, Malaysia. E-mail: ysng@usm.my 
*      https://orcid.org/0000-0002-4178-5372 

       https://doi.org/10.54855/acoj.221343 

Abstract 

The use of Microsoft PowerPoint (a form of multimedia) presentations in classroom 

instruction has significantly increased globally on both online and offline platforms. This 

study examines the perception of “English for Professionals (EFP)” students toward the usage 

of MS PowerPoint in the classrooms for delivering lectures and the effects of MS PowerPoint 

on students' learning. Questionnaires were used to conduct a quantitative survey. Descriptive 

analysis was used to analyze the results of this quantitative research. The results illustrate the 

students' positive attitude toward lectures presented with MS PowerPoint slides. While the 

majority of the students were receptive, a significant percentage held an indifferent view. The 

implication is that while MS PowerPoint is a dominant tool in teaching, there is a need to 

understand the factors behind the neutral reception, whether they are in the tool itself, the 

application by the educators, or the expertise of the educators in developing the slides. 

Keywords: MS PowerPoint, perceptions of students, students’ learning 

   

1. Introduction 

Microsoft PowerPoint has been an impressive presentation program used widely around the 

world. It is used in many organizations, such as in the business or education sectors, to stimulate 

discussions, meetings, talks, or lectures. MS PowerPoint was created by Robert Gaskins and 

Dennis Austin in 1987 for Macintosh computers only. Microsoft acquired the PowerPoint 

software for $14 million three months after it appeared (Wikipedia. 2022. “Microsoft 

PowerPoint.” Wikimedia Foundation. Last modified 26 June 2022). At first, PowerPoint was 

created for business and commercial use; however, it quickly "penetrated the scientific area and 

education as well" (Szabo & Hastings, 2000, p.176). Nevertheless, MS PowerPoint can be 

interesting or boring depending on how the presenter uses it. 

1.1 Statement of the Problem 

According to Craig and Amernic (2006), MS PowerPoint had a profound effect on higher 

education as it changed much of how teachers engaged with students, and teachers should be 

aware of how this presentation software affects how teachers think about students. They further 

reiterated that it was important to review the effectiveness of PowerPoint given its widespread 

and largely uncritical acceptance, particularly in higher education institutions. This raises the 

https://doi.org/10.54855/acoj.221343
https://orcid.org/0000-0002-4178-5372
https://doi.org/10.54855/acoj.221343


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 4; 2022 

33 

question of whether using MS PowerPoint during lectures impacts the learning outcomes of 

university students in Malaysia. 

Based on internal records, about 95% of lectures in the “English for Professionals (EFP)” 

classrooms at a university in Malaysia have been delivered using MS PowerPoint. Although 

PowerPoint has been adopted as an educational tool for at least two decades, educators are still 

faithful users of this presentation tool. A lecturer's most important task in class is to make sure 

that new knowledge is effectively transferred to the students because knowledge transfer affects 

learning. For this reason, more research is necessary to study the effectiveness and productivity 

of MS PowerPoint when used to support student learning.   

Osman, Mohd carried out a study. Noor, Rouyan, and Hat (2022) concluded that PowerPoint-

produced content could improve student comprehension in learning the Arabic language. 

Incidentally, Fauzi and Hanifah (2018) advised educators to take into account the PowerPoint 

tool for enhancing teaching and learning when their study revealed that the teaching and 

learning process becomes more active when students use PowerPoint presentations for speaking 

activities. Rosmiati and Siregar (2021) recommended that students use Prezi and PowerPoint 

presentations as interactive learning tools. The researchers mentioned above looked into student 

comprehension, students' active participation, and students interaction by means of PowerPoint. 

This research aspires to explore another angle, which is the effects of PowerPoint from the 

student's point of view and how this old-fashioned presentation tool affects their learning 

process. In short, this study sought to determine whether lectures presented through MS 

PowerPoint successfully reached their intended audience.  

1.2  Objectives of the Study 

To examine the perceptions of “English for Professionals (EFP)” students toward the usage of 

MS PowerPoint for delivering lectures in their classroom. 

To examine the relationship between MS PowerPoint usage among the “English for 

Professionals (EFP)” students and their learning. 

1.3 Significance of the Study 

The results of this research were expected to provide benefits for various parties, such as 

researchers, academicians, school administrators, and organizations involved in imparting 

knowledge through teaching. Additionally, the outcome of this study could effectively help 

educators improve their usage of MS PowerPoint to facilitate the learning and teaching process. 

It could also give significant information to school administrators, academicians, and 

policymakers to detect any defects in the use of MS PowerPoint by lecturers in the classroom, 

as well as to devise ways to enhance its use to optimize the objectives of learning effectively.       

 

 

 

 



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2.  Literature review 

MS PowerPoint is a complete presentation program that allows teachers to produce 

professional-looking presentations in the EFL classroom (Segundo and Salazar, 2011). 

Educators commonly use Google Slides, Prezi, or Microsoft PowerPoint software in Malaysian 

classrooms to present their lessons on big screens. MS PowerPoint, which is used more often 

than other alternative presentations, has become a popular trend at every level of educational 

institutions. It is widely used at Malaysian universities by lecturers to present their lectures. In 

her study on Vietnamese students’ perspective on online microteaching, Pham Ngoc Kim Tuyen 

(2022) also suggested MS PowerPoint as one of the useful tools to aid online learning. Different 

studies have shown that technology-based teaching and learning in schools has become an 

important part of the Malaysian education system as it has developed new ways to reinforce 

teaching and learning. Furthermore, it enhances learning by providing a better understanding 

of the subject matter through PowerPoint visuals, which may help increase student engagement. 

Ozaslan and Maden (2013) validated in their study that students learned better if materials were 

presented through some visual tools because PowerPoint made the content more appealing, 

drawing the students' attention easily.  

Not only is MS PowerPoint professional-looking, as stated by Segundo and Salazar (2011), 

Fatema (2014) found that using PowerPoint presentations actually operated as a powerful 

pedagogical tool in English classes. In line with Fatema (2014), Yukiko and Wang (2015) 

asserted that teaching with PowerPoint, at its best, can get students’ attention, create a 

connection between the professor and students, and increase spontaneity and 

interactivity. Zouar (2015) further supported the positive outcome of using PowerPoint in 

classrooms as the vast majority of students who participated in a similar survey demonstrated 

that the use of PowerPoint in the classroom was a source of excitement, motivation, learning, 

and attraction. Consequently, Zouar's survey attested to Harrison’s (1999) report, which claimed 

MS PowerPoint enhanced instruction and motivated students to learn. Additionally, the multi-

modal learning theory (teaching concepts with multiple modes of application), evolving along 

with technology, blends well into PowerPoint presentations to reinforce students' learning. 

Girón-García and Gargallo-Camarillas (2020) observed that the digital learning environment 

addressed in their study titled "Multimodal and Perceptual Learning Styles: Their Effect on 

Students' Motivation in a Digital Environments,” seemed to promote students’ sensory 

preferences (visual, auditory, kinaesthetic, and tactile), as well as their positive motivation.  

Conversely, the results of Hossein & Abdus’s (2008) survey concluded that students who 

received PowerPoint lecture notes perceived the instructor as less receptive to student concerns, 

did not use class time efficiently, and was less effective in teaching. Moreover, Kosslyn et al. 

(2012) cautioned that it is worth noting that presentation techniques designed to compensate 

for poorly designed slides (such as reading aloud slides with minuscule text) may sometimes 

backfire – causing the audience to lose interest and tune out. Even more baffling, in the context 

of the 21st century, was a charge leveled by the French writer Franck Frommer in his book 

published in 2012, “How PowerPoint Makes You Stupid.”  This book examines how our culture 

has become more “efficient” and how language has become less human. 

 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 4; 2022 

35 

2.1 Research Questions  

The survey was designed to answer the following research questions in order to meet the study's 

objectives: 

a.   What are the perceptions of English for Professionals (EFP) students toward MS   

PowerPoint usage by their lecturers in delivering lectures? 

b.  To what extent do MS PowerPoint presentations influence students’ learning processes? 

 

3. Methods 

3.1 Respondents 

The respondents were undergraduates enrolled in a Malaysian university’s “English for 

Professionals (EFP)” program. Students from the first to the third year of their studies made up 

the group. The research was open to all EFP students. Respondents were given a survey form 

designed by the researchers to complete with a five-point Likert scale. 

Only 157 people responded to the survey, despite the fact that 180 questionnaires were handed 

out. Final-year (third-year) students had poor participation. The percentage of males and 

females who took part in the study was 27.4 percent and 72.6 percent, respectively, according 

to the demographics of the respondents. Female participation in the EFP program was higher 

than male participation based on the existing enrolment of the Language school. It was also 

highlighted that more than half of the respondents were first-year students. The first, second, 

and final years' percentages were 52.2 percent, 33.1 percent, and 14.6 percent, respectively. The 

above statistical distributions are shown in the table below. The responses were tallied, 

computed, analyzed, and documented once the questionnaires were collected.  

Table 1 Frequency and percentage of gender distribution.  

Gender 

 Frequency Percent Valid Percent 

Cumulative 

Percent 

  

Male 
43 27.4 27.4 27.4 

 

Female 

 

114 

 

72.6 

 

72.6 

 

100.0 

 

Total 

 

157 

 

100.0 

 

100.0 
 

 

 

 

 

 

 



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Table 2. Frequency and percentage of students based on year of study.  

 

3.2 

Research Design 

To collect data, the researchers used descriptive research and the survey approach. A 

questionnaire was the primary tool employed. The questionnaire's responses were kept 

anonymous so that respondents would be more receptive to answering the questions.   The focus 

of the study was the respondents' perception of the usage of MS PowerPoint to deliver lectures 

and the relationship between MS PowerPoint and the respondents' learning process.   The 

survey results were processed by computing each survey item using the SPSS software version 

21.0 in order to complete the statistical analysis. Following the analysis, the results and 

conclusions were derived. 

3.3 Research Instrument 

The Likert scale, an established rating system, was used in this study to measure respondents' 

perceptions or opinions. It was designed to allow respondents to remain impartial with the 

"neutral" scale instead of forcing them to select an option that does not align with their beliefs. 

Any scale lacking a neutral option can skew results and call the reliability of survey data into 

doubt. This reliability rating system is suitable for deeper insight into people's thoughts and 

feelings. The questionnaire was formulated into three sections. The first section consisted of 

demographic data such as age, gender, and year of studies at the university. Section 2 examined 

respondents' perceptions of lecturers' use of MS PowerPoint presentations in the classroom, 

while Section 3 examined the impact of MS PowerPoint on learning. The 5-point Likert Scales 

used to interpret the constructs were 1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 

and 5= Strongly Agree. The data was presented in the form of a cumulative percentage (%). 

3.4 Results/ Findings 

Students' perception of the use of MS PowerPoint 

The table below shows the perception of “English for Professionals (EFP)” undergraduates on 

the use of MS PowerPoint in delivering lectures in the classrooms. Table 3 shows the frequency 

distribution of the students’ responses regarding their perception of the use of MS PowerPoint 

by lecturers in their various classes.  

        Year of Study 

 Frequency Percent Valid Percent 

Cumulative 

Percent 

 

Valid 

 

Year 1 
82 52.2 52.2 52.2 

 

Year 2 
52 33.1 33.1 85.4 

 

Year 3 
23 14.6 14.6 100.0 

 

Total 157 100.0 100.0  



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 4; 2022 

37 

Table 3   The frequency and percentage of the student's perception. 

Table 3 above shows that more than half of the respondents agreed or strongly agreed that MS 

PowerPoint was enjoyable, but  33.5% chose a neutral stand. More than three-quarters of the 

respondents said that MS PowerPoint presentations were easy to follow. A high number of the 

respondents were neutral or unsure whether MS PowerPoint was interesting. Nevertheless, the 

majority of the respondents still agreed or strongly agreed with this. A total of 45.6% of the 

survey participants were neutral, while 47.5% agreed or strongly agreed that the MS 

PowerPoint presentation held their attention. Around 40% of the respondents disputed or 

strongly disagreed that MS PowerPoint was boring, while 43.7% were neutral. In the statement 

on whether MS PowerPoint required extensive notetaking, 41.8%, were neutral, about 30% 

either disagreed or strongly disagreed, and about 28% agreed or strongly agreed. The table 

further shows that a majority (about 70%) of the respondents disagreed or strongly disagreed 

that they would prefer the lecturers to teach without MS PowerPoint.   More than 60% agreed 

or strongly agreed that MS PowerPoint presentations were more beneficial for English language 

learners. 

Students’ Learning Process via MS PowerPoint 

Table 4 below presents the frequency distribution and the percentage of students' responses on 

whether the use of MS PowerPoint facilitates learning.    

Students’ perception on 

MS PowerPoint 

Strongly 

Disagree 

Freq. (%) 

Disagree 

Freq. (%) 

Neutral 

Freq. (%) 

 Agree 

 Freq. (%) 

Strongly 

agree 

 Freq. (%) 

1. MS PowerPoint is 

enjoyable 

     1 

(0.6%) 

  5 (3.2%)   53 (33.5%)   72 (45.6%)   26 (16.5%) 

2. MS PowerPoint 

presentation is easy to 

follow 

     1 

(0.6%) 

  3 (1.9%)   20 (12.7%)   92 (58.2%)   41 (25.9%) 

3. MS PowerPoint 

presentation is interesting 

     1 

(0.6%) 

  6 (3.8%)   57 (36.1%)    68 (43%)  25 (15.8%) 

4. MS PowerPoint 

presentation holds 

attention 

    1 (0.6%)   9 (5.7%)   72 (45.6%)  57 (36.1%)  18 (11.4%) 

5. MS PowerPoint 

presentation is boring 

   14 

(8.9%) 

 

48(30.4%) 

 69 (43.7%)   22 (13.9%)    4 (2.5%) 

6. MS PowerPoint 

presentation requires 

extensive note- taking 

   7 (4.4%) 41 

(25.9%) 

 66 (41.8%)  41 (25.9%)    2 (1.3%) 

7. I prefer the lecturers 

without PowerPoint 

presentation. 

  55 

(34.8%) 

55 

(34.8%) 

 38 (24.1%)    9 (5.7%)      0 (0%) 

8. MS PowerPoint 

presentation is more 

beneficial for English 

learners 

    3 (1.9%)  13 (8.2%)  45 (28.5%)  73 (46.2%)  23 (14.6%) 



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Table 4   Students’ Learning Process via MS PowerPoint 

Learning process via MS 

PowerPoint 

Strongly 

Disagree 

Freq. (%) 

Disagree 

Freq. (%) 

Neutral 

Freq. (%) 

Agree 

Freq. (%) 

Strongly 

agree 

Freq. (%) 

1.  MS PowerPoint 

presentation stimulates my 

thinking. 

    3 (1.9%)  13 (8.2%) 64 (40.5%) 64 (40.5%) 13 (8.2%) 

2.  MS PowerPoint 

presentation makes me take 

better notes during lectures. 

    1 (0.6%) 5 (3.2%) 25(15.8%) 98 (62%) 28 (17.7%) 

3.  Notes from MS PowerPoint 

presentations help me to study 

and review for course exams. 

 

  1 (0.6%) 

 

1 (0.6%) 

 

11 (6.9%) 

 

85 (54.6%) 

 

59 (37.3%) 

4.  MS PowerPoint helps me 

grasp the lecture points easily. 

 

- 

 

2 (1.3%) 

 

39 (24.7%) 

 

84 (53.2%) 

 

32 (20.3%) 

5.  MS PowerPoint helps 

memory retention of the 

lecture (long term memory). 

 

1 (0.6%) 

 

11 (7%) 

 

47 (29.7%) 

 

78 (49.4%) 

 

20 (12.7%) 

6.  I was less motivated to 

attend class when MS 

PowerPoint were used during 

lectures 

 

32 (20.3%) 

 

61 

(38.6%) 

 

48 (30.4%) 

 

15 (9.5%) 

 

1 (0.6%) 

7.  MS PowerPoint slides help 

me emphasize key points 

during lectures. 

 

1 (0.6%) 

 

1 (0.6%) 

 

11 (6.9%) 

 

85 (53.8%) 

 

59 (37.3%) 

8.  I have a positive attitude 

towards MS PowerPoint 

presentations. 

 

1 (0.6%) 

 

3 (1.9%) 

 

34 (21.8%) 

 

93 (59.6%) 

 

24 (15.4%) 

The percentage of respondents who chose neutral and agreed that MS PowerPoint presentations 

stimulate thinking were the same at 40.5% each. The percentages of the respondents who 

disagreed and strongly agreed were also the same at 8.2% each. As many as 62% of the 

respondents admitted that MS PowerPoint presentations allowed them to take better notes 

during lectures. Over 90% of the respondents agreed or strongly agreed that notes from MS 

PowerPoint presentations helped them study and revise for exams. 83.5% agreed or strongly 

agreed that MS PowerPoint helped them grasp the lecture easily. More than half of the 

respondents agreed or strongly agreed that MS PowerPoint helped memory retention, whereas 

29.7% were neutral. When MS PowerPoint was utilized during lectures, more than half of the 

respondents disagreed or strongly disagreed that they were less motivated to attend class.   Over 

90% agreed or strongly agreed that MS PowerPoint slides helped to emphasize key points 

during lectures. 59.6% agreed, 15.4% strongly agreed, 21.8% neutral, and 2.5% disagreed or 

strongly disagreed that MS PowerPoint had a positive effect on them. 

 

 

 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 4; 2022 

39 

4. Discussion 

4.1 Students’ perception 

The findings are organized according to the study's objectives. One of the purposes of the study 

was to reflect on the perception of EFP students over MS PowerPoint usage by lecturers for 

delivering a lecture in classrooms. Based on the findings, EFP students agreed that MS 

PowerPoint presentations were enjoyable, easy to follow, interesting, and beneficial for English 

learners. However, the EFP students were unsure if the MS PowerPoint presentations held their 

attention in the classroom, whether it was boring, and if the MS PowerPoint required extensive 

notetaking. The results further reveal that EFP students strongly disagreed that they would 

prefer the lecturers to teach without an MS PowerPoint presentation. 

In accord with the findings of this study, MS PowerPoint presentations stimulated the interest 

of EFP students and subsequently eased their learning process. In the same direction, with 

regards to pedagogical usage, Manju’s (2012) findings verified that the objective of MS 

PowerPoint presentation should be engaging and help students comprehend and provoke 

thoughts. The EFP students' satisfaction level was high with lectures delivered with the aid of 

PowerPoint. Nouri's (2005) research affirmed this pattern of students' perception, which found 

that PowerPoint presentations could improve students' attitudes towards instructors and their 

teaching. Nonetheless, this study does not correlate completely with Yukiko and Wang's (2015) 

findings on getting students' attention, as 45.6% of the EFP students expressed uncertainty when 

asked whether PowerPoint holds students' attention. 

4.2 Students’ Learning 

The results indicate that PowerPoint presentations helped students learn better. The data 

analysis illustrates that the EFP students agreed that MS PowerPoint presentation stimulated 

their thinking, allowed them to take notes better during lectures, helped them to study and 

review course exams, helped them to grasp lectures easily, and helped with memory retention 

from lectures (long term memory), and assisted in emphasizing key points during lectures. It 

also showed that they had an optimistic outlook on the employment of MS PowerPoint. The 

EFP students disagreed that they were less motivated to attend classes when MS PowerPoint 

was used during lectures. In fact, the use of MS PowerPoint actually increased the students' 

motivation. This finding supported the study of Anime, Bebachaiba and Guemide (2012), in 

which their survey had proven that using technology in class could be a highly motivating factor 

for students. Sadoudi (2016) further pointed out that MS PowerPoint contributed to making 

EFL lectures more engaging, interactive, and motivating. In parallel to this study, Ibrahim (2018) 

explained that students instructed with PowerPoint presentations outperformed their peers who 

were taught using conventional instruments such as blackboards and chalk. Most EFP students 

also discovered that the use of MS PowerPoint helped them learn better, which is consistent 

with Ozaslan and Maden's research (2013). Likewise, this study correlates with Girón-García 

and Gargallo-Camarillas’s (2021) findings on positive motivation in the digital environment. 

 

            



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40 
 

4.3 Implications 

In general, students' capacity to absorb lessons that enhance learning is frequently reflected in 

good classroom instruction. Despite the fact that PowerPoint is an age-old presentation program, 

lecturers have continued to depend heavily on it in the English for Professionals classrooms, 

yet students are still able to support a fairly satisfactory learning process. 

The following are the study's implications:  

While the majority of students have a positive perception of MS PowerPoint presentations, it is 

noted that a significant percentage of the students hold neutral views on their usage. The reasons 

are not clear from this survey and may need further research to understand the issues raised by 

this group. This research has some gaps. For example, the percentage of respondents giving 

neutral responses to the following statements is high: “MS PowerPoint is interesting” (36.1%), 

"MS PowerPoint holds attention" (45.6%), and "MS PowerPoint is boring" (43.7%). Although 

the percentage of respondents who have a negative perception of MS PowerPoint is not high, 

finding out the reasons for the neutral responses would help in understanding the issues 

involved with a view to further improvements. 

On the learning process of students, only a small group of respondents indicate that MS 

PowerPoint does not help students' learning process. It would be useful to find out whether any 

particular reason affects this group. There is a need to address the group where MS PowerPoint 

use is not significantly helpful in the learning process, as 29.7% of the respondents selected 

“neutral” with regards to helping with memory retention, as well as 30.4% also ticked “neutral” 

on MS PowerPoint helping with motivation to attend classes. Understanding the underlying 

causes of the neutral or negative responses is important, whether they are related to the 

technology itself, how it was used by the educators or their skill in creating the presentations.   

The findings imply that lecturers could continue using MS PowerPoint to supplement teaching 

and make headway in further making improvements to their PowerPoint slides, in addition to 

looking for ways to improve by understanding the issues highlighted above. 

 

5. Conclusion 

According to the findings, EFP students felt that PowerPoint presentations were effective in the 

English proficiency classes. The students were willing to use MS PowerPoint presentations and 

preferred lectures in PowerPoint. The findings of this study could serve as a springboard for 

additional investigation. PowerPoint, as the name implies, is certainly an effective device to 

support learning and teaching. Whether one agrees that slide software is a tool for conveying 

information in a clear and engaging manner or sees that even thoughtful use cannot avoid an 

inexorable cognitive style that oversimplifies material and fosters passivity, it is impossible to 

deny that it has had transformative repercussions for education (Hill, Arford, Lubitow, & 

Smollin, 2012). 

The effect of using MS PowerPoint can be further explored using both quantitative and 

qualitative techniques whereby the researcher can divide students into experimental and control 

groups with the help of an interview. The analysis of students' gender and the lecturers' 

perceptions could also provide useful information to the research.  



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 4; 2022 

41 

5.1 Scope and Limitations 

This study was conducted among the “English for Professionals (EFP)” students at a Malaysian 

university. The scope of this study covered the EFP students' perception of the use of MS 

PowerPoint by their lecturers in the classroom and the effects of MS PowerPoint on the student 

learning process. The respondents were the “English for Professionals” students from the first 

year to the final year (third year). As this is only a pilot study, the samples were limited to only 

the EFP students. A larger sample size that includes undergraduates from more degree courses 

could have generated more accurate results. In addition, there was a low participation rate of 

the final (third) year students in the survey questionnaire, which might have resulted in 

inaccurate or disproportionate data. 

 

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Biodata 

Yim San NG is an English language teacher. She has taught for 33 years at various levels in 

the Malaysian Primary Schools, Secondary Schools and university. She holds a BA in English 

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https://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1127745


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 4; 2022 

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language and literature studies and an MA in Linguistics and English language. Her research 

interests are learner autonomy and blended learning. 

Abegunde Theophilus Ranti is a student at Universiti Sains Malaysia pursuing the English for 

Professionals degree. He holds a BSc. in Computer Science from the University of Ado Ekiti. 

He is also a web designer. His area of interest includes Applied Linguistics. 


