Blended Learning in a University EFL Writing Course: Description and Evaluation

Li, Meihua

doi:10.4304/jltr.4.2.301-309

Cited by 55 publications

(59 citation statements)

References 35 publications

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“…Collaborative writing tasks cultivate students' negotiation and social interaction skills in the classroom, decrease their WA when completing the writing tasks alone and promote students' self-confidence (Rollinson, 2005;Mulligan & Garofalo, 2011;Liu, 2013) In addition, sharing ideas via negotiation and collaboration helps students collect various points of view about the writing task and reduces the WA accompanied with difficulty of the writing task (Ansarimoghaddam & Bee, 2013). Moreover, Jafari and Ansar (2012) and Larsen (2012) reported that students who write collaboratively achieve more significant improvement in their writing skills and abilities than those who write alone.…”

Section: "It Exposed Us To Enjoyable Learning Activities In Writing Amentioning

confidence: 99%

“…Secondly, the use of blended learning method had enhanced the EFL students' interaction and encouraged them to be highly motivated and become more autonomous and independent learners. Consequently, the high motivation and autonomy had led to better writing performance (Liu, 2013).…”

Section: The Effects Of Cblwe On Students' Wa and Wpmentioning

confidence: 99%

“…Blended learning experience also promotes participation and interaction among students and between students and their teacher, decreases their anxiety, encourages independent learning, and most importantly, promotes their writing ability (Liu, 2013).…”

Section: Blended Learningmentioning

confidence: 99%

“…These studies concluded that students mostly have positive perception towards the usefulness of blended learning in improving their writing. In another study, Liu (2013) had used mixed method approach to describe and evaluate the blended learning environment in one English Writing Course in terms of the course design, material development, student involvement, teacher reflection, and student evaluation. Results of this study showed that blended learning had helped increase social interaction among the students, aided them to be more motivated and autonomous learners, decreased their communication anxiety and enhanced their academic writing ability in English.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

Challob¹,

Bakar²,

Latif³

2016

ELT

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This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.

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Section: "It Exposed Us To Enjoyable Learning Activities In Writing Amentioning

confidence: 99%

Section: The Effects Of Cblwe On Students' Wa and Wpmentioning

confidence: 99%

Section: Blended Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

Challob¹,

Bakar²,

Latif³

2016

ELT

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“…Another study revealed that students who were taught using blended learning techniques scored good grades (Schwankl, 2013). Liu (2013) was successful in evaluating blended learning in terms of material development, grading, course design, student evaluation, and teacher reflection. The results showed that blended learning increased the student-student and student-teacher interactions.…”

Section: Teacher 4 Stated 'I Like To Use Search Engines But I Do Not mentioning

confidence: 99%

EFL Secondary Teaching Practices in Blending Learning: A Case of Tabuk, Saudi Arabia

Al-Saleh¹

2017

ELR

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This study investigated secondary stage teachers' Blended Learning (BL) current practices in Tabuk city. The qualitative data was collected from a random sample of 50 EFL teachers Interviews were conducted to examine EFL teachers'current practices of BL. The results of the interviews indicated that 84% of EFL teachers were neither familiar with the term BL nor had ever designed BL activities. 16% of the teachers stated that they were familiar with BL and provided examples of their current practices. The practices reflected their misconceptions about real implementation of BL method. Some of them thought that using simple technology like PowerPoint presentations with traditional textbook activities was a type of blending. None of the participants used language learning websites, mobile applications or online activities in their daily instruction. The teachers had no trouble identifying benefits of BL in English teaching but they lacked a clear vision of BL pedagogy, lesson/activity design and implementation. EFL teachers highlighted the need to provide them with training sessions, resources, capabilities and support for effective implementation.

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