Integrating Zoom and Canva Platforms as Blended Learning Tools in Second Language Instruction among Undergraduate Students

Abstract

This study examines 200-level undergraduate students' awareness of integrating Zoom and Canva for blended learning in second-language instruction. The study used a descriptive survey research design. The population for this study consists of 80 selected 200-level undergraduate English students in the Department of Arts Education, Faculty of Education, Nasarawa State University, Keffi, Nigeria, through a random sampling technique and they were enrolled for reading and public speaking classes. The questionnaire served as the data-collection instrument. The findings of the study revealed that students are receptive to the use of Zoom and Canva as a blended learning approach in second language instruction because it improves motivation, creativity, and collaboration in their reading and speaking skills, but there are some hindrances, such as an unstable network, insufficient digital skills, and poor data, which limit students' participation in the lessons. It was also recommended that sufficient materials needed for the smooth running of the lesson should always be made available to enable students to participate fully.