The Influence of Blended Learning on EFL Students' Writing Apprehension and Writing Performance: A Qualitative Case Study

Abstract

This case study attempts to investigate the usefulness of using the blended learning approach on EFL students' writing apprehension and their improvement in writing performance. Twelve male secondary school students enrolled in Class Ten in one of the International Schools in Malaysia participated in the 13-week study. Data collection instruments were pre and post-study semi-structured interview and pre and post-study descriptive writing tasks. The data gained from these instruments were analyzed qualitatively using thematic analysis of students' responses to the interview questions and content analysis for their pre and post writing tasks. Students were encouraged to do the different writing stages in three collaborative groups in face-to-face class setting and online writing learning activities via the class blog and online discussion via Viber groups. Analysis of the qualitative results indicated that there is a remarkable improvement in students' writing apprehension. Results also showed that students experienced improvement in their writing ability and performance as a whole and in the various macro and micro aspects of EFL writing. The study concluded that integrating online discussion and learning activities with in-class learning activities in an EFL writing context enhances students' positive feelings towards writing, decreases their writing apprehension and improves their writing performance.