A Review of the Blended Learning as the Model in Improving Students` Paragraph Writing Skills

Maulida, Dewi Safira; Rahman, M Arinal; Handrianto, Ciptro; Rasool, Shahid

doi:10.18860/abj.v7i1.15901

Cited by 9 publications

(8 citation statements)

References 26 publications

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“…The initial point of this analysis concerns language proficiency limitations. In line with former studies, this study underpins the importance of language proficiency level in academic English writing (Maulida et al, 2022). Additionally, our findings reveal that students at various proficiency levels face distinct challenges.…”

Section: Discussionsupporting

confidence: 90%

“…The integration and application of technology in teaching, while beneficial, require educators to acquire and update their digital competencies continuously (Zhang-Wu, 2018). Furthermore, the effectiveness of teaching language skills, particularly those requiring active output such as speaking and writing, is often diminished in the absence of direct real-time interaction and feedback (Maulida et al, 2022).…”

Section: Challenges In Blended Learning Environmentmentioning

confidence: 99%

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Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

Wei,

Sulaiman,

Ismail

2024

IJLTER

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In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

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Section: Discussionsupporting

confidence: 90%

Section: Challenges In Blended Learning Environmentmentioning

confidence: 99%

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

Wei,

Sulaiman,

Ismail

2024

IJLTER

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“…Wali and Madani, (2020), in (Maulida, Rahman, Handrianto, & Rasool, 2022) define paragraph writing as the first way or step to master writing skills. It is an essential skill in writing before any writing skills, for it allows readers to grasp the quality of the writing.…”

Section: Paragraph Writingmentioning

confidence: 99%

“…These three elements make the section complete and make it easier for the reader to understand the paragraph. In addition, Wali and Madani, (2020), in (Maulida, Rahman, Handrianto, & Rasool, 2022) In this research, the researchers used descriptive paragraph writing to be analyzed.…”

mentioning

confidence: 99%

Errors on Efl Students’ Paragraph Writings

Sulaiman

Syahri

2022

IJEAL

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It is common for EFL students to commit grammatical errors in the early stage of learning writing, especially in paragraph writing. Therefore, this research aimed to identify the types of errors and the most dominant ones committed in descriptive paragraph writing exercises. A qualitative research design was applied to this study. Writing exercises were used as research instruments to collect the data. Twenty-six students of the English Study Program were used as participants in this study. Error Analysis Method (EAM) based on Surface Structure Taxonomy and percentage error analysis was used to analyze the data. The findings showed that there were four types of errors committed referring to misformation with a frequency of error was 47 (0,14 %), omission with a frequency of error 81 (0,24%), misordering with a frequency of error 153 (0,47%), and addition with the frequency of error was 45 (0,13%). In this case, a misordering mistake was the dominant one, and an addition error was the least dominant one committed by the students. In conclusion, the researchers assume that some factors affect students' mistakes, such as lack of knowledge and competence in English grammar. The error analysis method was a very suitable way to identify types of errors using simple present tense in descriptive paragraph writing.

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“…It has been used in various web studies' teaching and learning processes (Maulida, Rahman, Handrianto, & Rasool, 2022;Utami, Prihantoro, Apriani, Hidayah, & Handrianto, 2021). Web-based learning became popular during the COVID-19 pandemic when integrated with authentic learning activities.…”

Section: Introductionmentioning

confidence: 99%

Strategies for integrating a web-based learning environment based on authentic learning in distance learning for elementary school students

Hidayati

Eldarni

Solfema

et al. 2023

JEELR

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This research aimed to find a strategy to integrate web-based learning based on authentic learning by identifying the dominant factors regarding teachers' authentic activities. The research method was a teacher survey that used web-based learning. Questionnaires were given to 100 teachers regarding the use of authentic activities. The questionnaire was tested for validity and had a high load factor of more than 0.6. Authentic learning had an effect of 0.689. The data was processed by factorial analysis to obtain the dominant value. Furthermore, a strategy to integrate web-based learning was developed in learning. The results showed that the dominant authentic learning activities used were real-world activities, integrated assessment, various sources and final product design. It can be concluded that using web-based learning applications based on authentic learning provides real-life experiences for students and supports learning to be more meaningful.

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A Review of the Blended Learning as the Model in Improving Students` Paragraph Writing Skills

Cited by 9 publications

References 26 publications

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

Errors on Efl Students’ Paragraph Writings

Strategies for integrating a web-based learning environment based on authentic learning in distance learning for elementary school students

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