ISSN: 2222-6990
Open access
Blended learning has received widespread attention as an English language teaching method that has a positive impact on improving students’ writing skills (Quvanch & Na, 2020). Although the application of blended learning in English language teaching has become increasingly widespread, existing research lacks an in-depth exploration of Chinese university students’ specific perspectives and needs in English writing courses. In particular, the current literature seldom addresses the specific issues students face in English writing and their preferences for blended learning models. To address this gap, this paper aims to explore Chinese university students’ perspectives on blended learning in English writing courses, employing a qualitative research method and thematic analysis to gain an in-depth understanding of students’ viewpoints from semi-structured interviews. The research objectives include investigating students’ issues in English writing, studying student’ preferences for blended learning models, and identifying the benefits of integrating mobile apps in blended learning from students’ perspectives. The findings of the study revealed that students’ issues in English writing can be categorized into four main aspects. By thoroughly understanding students’ issues, educators can effectively design targeted curriculum content and teaching strategies. Students generally expressed a preference for applying blended learning models in writing courses. Students also believed that integrating mobile apps in a blended learning environment brings significant convenience and increased course interactivity through interactive activities. These findings provide important insights for optimizing the instructional design of English writing courses and offer direction for further exploration of mobile applications in writing instruction. There is still room for improvement in this study and different retrieval techniques need to be explored and practised in future research.
Abbas, F., Rana, A. M. K., Bashir, I., & Bhatti, A. M. (2021). The English language proficiency as a global employment skill: the viewpoint of Pakistani academia. Humanities and Social Sciences Review, 9(3), 1071-1077.
Anggara, M. R., Purnama, W., & Kuswardhana, D. (2021, February). Development of Scientific Writing Guidelines for Project Based Learning in Vocational School. In 6th UPI International Conference on TVET 2020 (TVET 2020) (pp. 176-180). Atlantis Press.
Annamalai, N. (2019). Using WhatsApp to extend learning. Teaching English with Technology, 19(1),3–20. https://www.tewtjournal.org/issues/volume-2019/volume-19-issue-1/
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Braun, V., & Clarke, V. (2012). APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. American Psychological Association. https://doi.org/10.1037/13620- 000
Ç?rak Kurt, S., & Y?ld?r?m, ?. (2018). The students’ perceptions on blended learning: A Q method analysis. Kuram ve Uygulamada Egitim Bilimleri, 18(2), 427–446. https://doi.org/10.12738/estp.2018.2.0002
Giang, H. T. L., Dan, T. C., & Han, T. P. B. (2023). An investigation into organization errors in EFL learner’s paragraph writing: a case in a foreign language center in CAN THO City, Vietnam. European Journal of Applied Linguistics Studies, 6(1).
Gyamfi, G., & Sukseemuang, P. (2018). EFL learners’ satisfaction with the online learning program, tell me more. Turkish Online Journal of Distance Education,19(1),183–202.
Hameed, S. I. A., & Jawad, I. T. (2023). Investigating The Organizational Competence in EFL University Students’ Writing at Tikrit University. Journal of Al-Farahidi’s Arts, 15(53-1).
Hasnawati, H., Mujahidin, E., & Tanjung, H. (2023). Analyzing Students’ Difficulties in Writing English Essay. International Journal of Social Science and Human Research, 6.
Huang, Q. (2016). Learners’ perceptions of blended learning and the roles and interaction of F2F and online learning. ORTESOL Journal, 33(2013), 14–33. Retrieved from https://ortesol.wildapricot.org/Journal2016
Huang, J., Li, J., Shu, T., & Zhang, Y. (2022). A mixed-methods national study investigating key challenges in learning English as a foreign language: A Chinese college student perspective. Frontiers in Psychology, 13, 1035819.
Indriani, L., Kusumaningrum, W. R., & Yosintha, R. (2021). Challenges in English Writing within Blended Learning Environment. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 6(1), 1-12.
Jetti, E. R., AL-Fraji, G. A., AL-Habsi, O. K., & AL-Rusheidi, Z. S. (2023). A study on blended learning environment–students perspective. Shanlax International Journal of Management, 10(3), 79-87.
Khan, A., & Ganapathy, M. (2023) Educational Challenges in Underdeveloped Regions of China: A Microscopic Analysis of Current EFL Writing Pedagogies in a Chinese Normal College.
Kitila, F., Ali, S., & Bekele, E. (2023). The Impact of Writing Through Integrated Skills Intervention on English Students’ Writing Skills: Focus on Vocabulary and Grammar. Journal of Language Teaching and Research, 14(2), 297-303.
Li, J. (2023). Problems and Difficulties Faced by Chinese Students in Online English Classes. Reading and Writing, 8(8), 4.
Mursela, F., & Ratmanida, R. (2022). Students’ perception in using e-learning for english writing activity. In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (pp. 101-105). Atlantis Press.
Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring university students’ difficulties in writing english academic essay. Al-Ishlah: Jurnal Pendidikan, 14(1), 909-920.
Ngo, V. G. (2023). Building Blended-learning Materials for Improvement of Academic English Writing Skills for Vietnamese Higher Education Students. ?????????????? ????????????????, (6 (174)), 118-129.
Quvanch, Z., & Na, K. S. (2020). A review on impact of blended learning on the English writing skills. Innovative Teaching and Learning Journal (ITLJ), 4(1), 41-50.
Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE, 3-4.
Seidel, J., & Kelle, U. (1995). Different functions of coding in the analysis of textual data. In U. Kelle (Ed.), Computer-aided qualitative data analysis: Theory, methods and practice (pp. 52-61). SAGE
Sharma, M., Devi, M., Raj, T., & Kumar, S. (2022). Study on students’ perceptions on application of blended learning (BLA) an approach towards NEP. International Journal of Health Sciences, 6(1), 1580-1589.
Sharp, M. (2020). The use of reporting guidelines as an educational intervention for teaching research methods and writing (Doctoral dissertation, Université de Paris; University of Split (Croatie)).
Sun, J., Motevalli, S., & Chan, N. N. (2024). Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners. Qualitative Research in Education, 1-16.
Ulfa, S. M., & Purwati, O. (2023). Argumentative Essay Patterns Produced by University Students. Journal of English Education and Teaching, 7(3), 595-612.
Ven, K., & Verelst, J. (2009). The importance of external support in the adoption of open source server software. In Open Source Ecosystems: Diverse Communities Interacting: 5th IFIP WG 2.13 International Conference on Open Source Systems, OSS 2009, Skövde, Sweden, June 3-6, 2009. Proceedings 5 (pp. 116-128). Springer Berlin Heidelberg.
Wang, M. (2019). Research on the teaching mode of college English writing under the concept of hybrid teaching. Journal of Educational Institute of Jilin Province, 2019(9):4.
Westerlaken, M., Christiaans-Dingelhoff, I., Filius, R. M., De Vries, B., De Bruijne, M., & Van Dam, M. (2019). Blended learning for postgraduates; an interactive experience. BMC medical education, 19, 1-7.
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian journal of applied linguistics, 7(1).
Qi, R., Sazalli, N., & Nadjwa, M. N. (2024). Blended Learning for English Writing Skills: A Thematic Analysis of Students’ Perspectives in Chinese University. International Journal of Academic Research in Business and Social Sciences, 14(9), 960–974.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode