University Students’ Perspectives and Voices on L2 Writing in Blended Learning
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초록
Blended learning has been applied to L2 writing contexts due to its pedagogical and practical benefits such as providing more writing opportunities and interactive environments. This study aims to explore university students’ perspectives and voices on L2 writing in blended learning. The subjects of the study are 102 students in academic English writing courses through blended learning. Data collection instruments included a questionnaire, students’ reflective journals, and interviews. The major findings are as follows. First, the majority of the students had not experienced the process approach and blended learning before the experiment. Second, the students were interested in online learning and ready for blended learning and autonomous learning. Third, the students positively perceived L2 writing in blended learning in terms of usefulness, helpfulness, satisfaction, and motivation. Last, the students had positive perspectives on explicit writing activities. Based on the findings, pedagogical implications are suggested.
Abstract
Blended learning has been applied to L2 writing contexts due to its pedagogical and practical benefits such as providing more writing opportunities and interactive environments. This study aims to explore university students’ perspectives and voices on L2 writing in blended learning. The subjects of the study are 102 students in academic English writing courses through blended learning. Data collection instruments included a questionnaire, students’ reflective journals, and interviews. The major findings are as follows. First, the majority of the students had not experienced the process approach and blended learning before the experiment. Second, the students were interested in online learning and ready for blended learning and autonomous learning. Third, the students positively perceived L2 writing in blended learning in terms of usefulness, helpfulness, satisfaction, and motivation. Last, the students had positive perspectives on explicit writing activities. Based on the findings, pedagogical implications are suggested.
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