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This article reports on teachers’ and students’ reactions to “Circuit Learning” (CL), an innovative teaching approach implemented at a public tertiary institution in Malaysia. It highlights specifically observations made of the students’ reactions towards this new learning approach and the teachers’ perceptions towards its effectiveness in improving the English language learning experiences among low proficiency students in a Foundation English course. The analyses of findings suggest that majority of the students showed positive reactions towards CL, although some reservations were detected at the initial stage. Teachers’ reactions towards its effectiveness were generally mixed. Nonetheless both teachers and students identified many aspects of CL that were noteworthy, especially in the promotion of motivation and confidence among these students, hence indicating its feasibility and potential as a teaching innovation for ESL teaching and learning. This article begins by explicating the design and underpinnings of CL and this is followed by analyses of the responses from participating students as well as teachers through students’ questionnaires and students and teachers’ reflections.

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