Students’ Perceived Impacts of Blended Learning on Writing Development

Abstract

Teaching and learning writing involves developing students’ linguistic and communicative competence; however, educators continue to face challenges in identifying approaches that effectively support writing development. While various instructional models such as teacher-centred teaching, online learning, and blended learning have been explored, the specific impacts of blended learning on students’ writing performance remain insufficiently studied. This research therefore examines students’ perceptions of learning writing through a blended learning approach, focusing on four key areas: collaborative exchange, self-efficacy, online discussion, and face-to-face interaction. A qualitative research design was employed to collect, analyse, and interpret data. Through purposive sampling, six students who had experienced writing instruction in a blended learning environment were selected. Semi-structured interviews were conducted to gain insight into their experiences. Findings show that students perceived blended learning as enhancing collaborative exchange, allowing them to share ideas, seek clarification, and support one another more effectively. They also reported improved self-efficacy, as blended activities and regular feedback increased their confidence in expressing ideas and completing writing tasks. In addition, students valued online discussion platforms, which offered greater flexibility, accessibility, and comfort when engaging with writing-related content. At the same time, they emphasised the importance of face-to-face interaction, particularly for receiving clearer explanations, observing non-verbal cues, and strengthening lecturer–student rapport. Overall, the results suggest that blended learning provides a flexible, supportive, and conducive environment that positively influences students’ writing development. The study offers insights that may guide educators in refining blended learning practices for more effective writing instruction.