Using Blended Learning to Promote English Writing Abilities of the University Students
Article Sidebar
Main Article Content
บทคัดย่อ
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.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการเผยแพร่ในวารสารมหาวิทยาลัยราชภัฏยะลานี้ ถือเป็นลิขสิทธิ์ของวารสารมหาวิทยาลัยราชภัฏยะลา หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือกระทำการใดๆ จะต้องได้รับอนุญาตเป็นลายลักษณ์อักษรจากวารสารมหาวิทยาลัยราชภัฏยะลาก่อนเท่านั้น
เอกสารอ้างอิง
Chuanpipatpong, A. (2025). Thai EFL university students’ writing in the digital age: error analysis revisited. PASAA: Journal of Language Teaching and Learning in Thailand, 70, 308–339.
Creswell, J. W. & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Heriyawati, D. F., Ismiatun, F. & Octaberlina, L. R. (2023). The impact of blended learning on EFL students’ perception of autonomy and writing achievement. In M. F. Ubaidillah, A. Umamah, Kurniasih, D. Nasihah, E. Suhartoyo & F. Ismiatun (Eds.), Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023) (pp. 182–189). Malang, Indonesia. https://doi.org/10.2991/978-2-38476-120-3_17
Imran, M. (2024). Digital tourism communication to strengthen the attractiveness of destinations. Galore International Journal of Applied Sciences and Humanities, 8(3), 55–66. https://doi.org/10.52403/gijash.20240307
Kulprasit, W. (2022). Formative multimodal e-feedback in second language writing virtual learning spaces. PASAA: Journal of Language Teaching and Learning in Thailand, 64, 52-67.
Laohasawad, N. & Somphong, M. (2025). Writing problems of Thai candidates for academic writing tasks in IELTS standardized test. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 519–549. https://doi.org/10.70730/OWZX2270
Nguyen, H. C. & Nguyen, M. T. (2025). A mixed-methods study on students’ perceptions of English as a global language in Vietnamese context. Global Journal of Arts, Humanity and Social Sciences, 5(3), 324–328. https://doi.org/10.5281/zenodo.15108316
Phothongsunan, S. (2023). EFL student-directed feedback for improving academic writing skills in Thailand. Arab World English Journal, 14(1), 223–231. https://dx.doi.org/10.24093/awej/vol14no1.14
Pitukwong, K. & Saraiwang, S. (2024). Exploring the effectiveness of digital writing tools on Thai EFL students’ writing. Contemporary Educational Technology, 16(3), ep519. https://doi.org/10.30935/cedtech/14808
Rose, H. & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.
Samaranayake, S., Thienpermpool, P. & Kositchaivat, S. (2025). Investigating an adapted process genre writing model and its implications for undergraduate Thai students. Indonesian Journal of English Language Teaching and Applied Linguistics, 10(1), 73–90.
Thaksanan, P. & Chaturongakul, P. (2023). Enhancing EFL students’ performance and genre awareness in academic writing through genre-based instruction. Arab World English Journal, 14(2), 295-311. https://dx.doi.org/10.24093/awej/vol14no2.21
Thongchalerm, S. & Jarunthawatchai, W. (2020). The impact of genre based instruction on EFL learners' writing development. International Journal of Instruction, 13(1), 1–16. https://doi.org/10.29333/iji.2020.1311a
Waluyo, B. (2019). Thai first-year students’ English proficiency on CEFR levels: a case study of Walailak University, Thailand. The New English Teacher, 13(2), 51-71.
Wang, X. & Ganapathy, M. (2025). A systematic literature review of process genre approach in EFL writing teaching in China: from theory to practice. Language Teaching Research Quarterly, 49, 20–40. https://doi.org/10.32038/ltrq.2025.49.02
Wichanpricha, T. (2020). Roles of feedback to English writing improvement: Thai EFL novice writers in higher education. Journal of Educational and Social Research, 10(6), 133-148. https://doi.org/10.36941/jesr-2020-0115
