Using Blended Learning to Promote English Writing Abilities of the University Students
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Abstract
This study investigated the writing proficiency of students following a blended learning approach and determined if their performance meets the predetermined mastery criterion. A total of 53 students participated in the study, and five blended learning lesson plans together with an analytic writing post-test were utilized as research instruments. Descriptive statistics (percentage, mean, standard deviation) were used to evaluate learners’ writing performance. Results showed that the students achieved a mean score of 8.76 (87.6%) with a standard deviation of 0.29, surpassing the mastery criterion of 60 percent. The findings indicate that blended learning provides a conducive environment for EFL learners’ writing skills in tertiary education settings.
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