The impact of blended learning on college students' advanced English writing proffciency
Siyu Gao
Xi'an Fanyi University
DOI: https://doi.org/10.59429/esta.v12i4.12671
Keywords: blended learning; advanced English writing proficiency; college students;impact
Abstract
This paper aims to explore the influence of blended learning on college students' advanced English writing proficiency. Through a comprehensive analysis of relevant theories and empirical research, it delves into how blended learning, combining online and face-to-face instruction, affects students' writing skills, including language accuracy, coherence, and creativity. The study reveals that blended learning can significantly enhance students' advanced English writing ability by providing a more flexible and personalized learning environment, promoting active engagement, and facilitating peer feedback. However, challenges such as technological barriers and students' self-regulation issues also need to be addressed. Based on the findings, practical suggestions are proposed to optimize the implementation of blended learning in advanced English writing courses.
References
[1] Chen, H. Research on the Development Strategies of Online Education Platforms in the Post-pandemic Era [J]. Journal of Educational Technology Development, 2022, 15(3): 45 - 52.
[2] Smith, J. A., Johnson, L. M. The Impact of Digital Learning Tools on Students' Critical Thinking Skills in High School Science Classes [J]. International Journal of Science Education, 2021, 43(8): 1234 - 1250.
[3] Wang, Y., Zhang, X. Comparative Study of Traditional and Online Teaching Modes in College English Listening Courses [J]. Asian Journal of English Language Teaching, 2020, 10(2): 78 - 90.
[4] Brown, S. The Principles of Blended Learning: Theory and Practice [M]. New York: Routledge, 2019.
[5] Green, T., White, R. Educational Technology: A Comprehensive Introduction [M]. London: Pearson Education, 2018.