The blended learning: English majors’ perception of its effects on their writing skills

By Huỳnh Thị Bích Phượng
DOI: 10.37550/tdmu.EJS/2022.02.285

ABSTRACT
With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Definitely, challenges cannot be denied; however, it has been suggested and deployed globally including Vietnam. To some extent, both teachers and students present their positive points of view on this learning approach. However, there are a huge number of students expressing their lack of understanding the blended learning, which negatively affects their attitudes towards deployment of this learning approach as well as particular reference to motivation and interest. This paper is to assess the English majors’ perceptions on blended learning environment at tertiary level, which especially affects their learning the writing skills.
Results of the study are absolutely helpful for the author to understand the students’ perceptions of the effects on the blended learning; then, she can give some suggestions to enhance the learning of writing skills in the light of blended learning.

Key word: Blended learning, academic writing, perception