BLENDED LEARNING STRATEGIES TO ENHANCE ACADEMIC WRITING SKILLS IN UNDERGRADUATE STUDENTS
Keywords:
blended learning, academic writing, synchronous, asynchronous
Abstract
Blended learning in Malaysia has become a popular educational approach as it integrates online and face-to-face learning to provide students with a more flexible and engaging experience. Many higher education institutions have adopted this approach to meet the needs of digitally savvy students while maintaining quality education. Using the UBI20402 Academic Reading and Writing course as a case study, the paper evaluates the integration of digital tools, multimodal resources, and structured teaching methodologies to achieve CEFR B2-level learning outcomes. A mixed-methods methodology was employed, comprising the analysis of student performance metrics, surveys to capture student feedback, and instructor observations. The results highlighted that blended learning significantly enhanced students' understanding of academic writing structures and processes. These include students who found the integration of digital tools and multimodal resources highly engaging and helpful for understanding complex academic texts, whilst instructor observations revealed that structured teaching methodologies increased classroom participation, collaboration, and students' critical thinking and analytical skills when combined with digital tools. In conclusion, blended learning strategies offer a solid foundation for teaching academic writing while effectively meeting the needs of a wide range of students. Future research could explore mobile-friendly platforms and examine the long-term impact of blended learning on students’ academic achievement.
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References
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
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Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching and Research, 4(2), 301–309. https://doi.org/10.4304/jltr.4.2.301-309
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Maroco, J., Maroco, A. L., Bonini Campos, J. A. D., & Fredricks, J. A. (2016). University students’ engagement: Development of the University Student Engagement Inventory (USEI). Psicologia: Reflexão e Crítica, 29(1), Article 21. https://doi.org/10.1186/s41155-016-0042-8
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Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13.
Othman, N. A., Rahmat, N. H., & Ahmad, F. (2019). Incorporating blended learning into ESL writing classrooms: Issues and challenges. American Journal of Social Sciences and Humanities, 4(1), 222–232.
Owston, R., York, D., & Murtha, S. (2018). The nagging question when designing blended courses: Proportion of online time and student outcomes [Working paper]. York University. https://yorku.ca/~rowston/OwstonYork2018.pdf
Ramalingam, S., Yunus, M. M., & Hashim, H. (2021). Exploring ESL learners’ blended learning experiences and its effectiveness through web-based technologies. International Journal of Evaluation and Research in Education, 10(4), 1436–1445. https://doi.org/10.11591/ijere.v10i4.21465
Ramasamy, S. P., Shahzad, A., & Hassan, R. (2021). COVID-19 pandemic impact on students’ intention to use e-learning among Malaysian higher education institutions. Journal of Education. https://doi.org/10.1177/00220574211032599
Sareen, S., & Mandal, S. (2024). Challenges of blended learning in higher education across global north–south: A systematic and integrative literature review. Social Sciences & Humanities Open.
Soon Tan, C., Zakuan, N., & Ismail Abd Aziz, M. (2022). Recent trends of blended learning and flipped classroom in Malaysia. Arab World English Journal (AWEJ), 2nd Special Issue on COVID-19.
Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. A. (2013). A quantitative inquiry into the effects of blended learning on English language learning: The case of Malaysian undergraduates. International Education Studies, 6(6), 1–7. https://doi.org/10.5539/ies.v6n6p1
Zamri, Z. M., & Narasuman, S. (2023). The effect of blended learning models on ESL students' self-efficacy and proficiency. 3L: Southeast Asian Journal of English Language Studies, 29(1).
Adams, D., Joo, M. T. H., Sumintono, B., & Pei, O. S. (2020). Blended learning engagement in higher education institutions: A differential item functioning analysis of students’ backgrounds. Malaysian Journal of Learning and Instruction, 17(1), 133–158. https://doi.org/10.32890/mjli2020.17.1.6
Al-Ayed, S. I., & Al-Tit, A. A. (2021). Factors affecting the adoption of blended learning strategy. International Journal of Data and Network Science, 5(3), 267–274. https://doi.org/10.5267/j.ijdns.2021.6.007
Alsalhi, N. R. (2021). The effect of blended learning on the achievement in a physics course of students of a dentistry college: A case study at Ajman University. The Electronic Journal of e-Learning, 19(1), 1–17. https://files.eric.ed.gov/fulltext/EJ1296810.pdf
Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424. https://doi.org/10.1016/j.heliyon.2019.e02424
Banditvilai, C. (2016). Enhancing students’ language skills through blended learning. The Electronic Journal of e-Learning, 14(3), 220–229. https://www.ejel.org
Barros, A. P. R. M., Simmt, E., & Maltempi, M. V. (2017). Understanding a Brazilian high school blended learning environment from the perspective of complex systems. Journal of Online Learning Research, 3(1), 73–101.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Chan Man Seong, C. M., Fauzi, M. F., Juhari, S. N., Aliman, N., Rajoo, M., Wahab, N. M. A., & Magiman, M. M. (2023). Blended learning practices in Malaysian higher education: A review. Mathematical Statistician and Engineering Applications, 71(3), 1637–1652. https://doi.org/10.17762/msea.v71i3.1497
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
De Bruijn-Smolders, M., & Prinsen, F. (2024). Effective student engagement with blended learning: A systematic review. Heliyon, 10, e39439. https://doi.org/10.1016/j.heliyon.2024.e39439
Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17(1), 90–100. https://doi.org/10.1016/j.iheduc.2012.11.003
Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702
Geta, M., & Olango, M. (2016). The impact of blended learning in developing students’ writing skills: Hawassa University in focus. African Educational Research Journal, 4(2), 49–68.
Hamid, S. N. M., Lee, T. T., Taha, H., Rahim, N. A., & Sharif, A. M. (2021). E-content module for chemistry Massive Open Online Course (MOOC): Development and students’ perceptions. JOTSE: Journal of Technology and Science Education, 11(1), 67–92.
Hassan, I., Abdul Rahman, A. M., & Azmi, M. N. L. (2021). Development of English writing skills through blended learning among ESL learners in Malaysia. Arab World English Journal, Special Issue on CALL, 7, 377–389. https://doi.org/10.24093/awej/call7.26
Jassni, N. F., Ismail, H. H., & Yunus, M. M. (2024). Blended learning in Malaysian higher education: The use of web-based technologies and ESL learners’ 21st-century skills. International Journal of Academic Research in Business and Social Sciences. https://hrmars.com/IJARBSS/article/view/22457/Blended-Learning-in-Malaysian-Higher-Education-The-Use-of-Web-Based-Technologies-and-ESL-Learners-21st-Century-Skills
Joshi, D., Zalte, S. M., Sridhar, K., & Mahajan, D. A. (2023). The impact of blended learning on student engagement in the digital era. European Chemical Bulletin, 12(SI12), Article 063. https://doi.org/10.48047/ecb/2023.12.si12.063
Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching and Research, 4(2), 301–309. https://doi.org/10.4304/jltr.4.2.301-309
Mahsum, E. S., Baharum, A., & Yahya, F. (2021). A preliminary study on identifying the level of student engagement in blended learning. Proceedings of the International Invention, Innovative & Creative (InIIC) Conference, 9(1), 26–30.
Mahmood, S., Sharif, H., & Aleem, F. (2024). Learning paragraph writing electronically: An insight into impact of blended learning strategies on ESL learners in Pakistan. Forum for Linguistic Studies, 6(1), 2057. https://doi.org/10.59400/FLS.v6i1.2057
Maroco, J., Maroco, A. L., Bonini Campos, J. A. D., & Fredricks, J. A. (2016). University students’ engagement: Development of the University Student Engagement Inventory (USEI). Psicologia: Reflexão e Crítica, 29(1), Article 21. https://doi.org/10.1186/s41155-016-0042-8
Masrom, U. K., Alwi, N. A. N. M., & Asshidin, N. H. N. (2019). Understanding learners’ satisfaction in blended learning among undergraduate students in Malaysia. Universal Journal of Educational Research, 7(10), 2233–2238. https://doi.org/10.13189/ujer.2019.071023
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13.
Othman, N. A., Rahmat, N. H., & Ahmad, F. (2019). Incorporating blended learning into ESL writing classrooms: Issues and challenges. American Journal of Social Sciences and Humanities, 4(1), 222–232.
Owston, R., York, D., & Murtha, S. (2018). The nagging question when designing blended courses: Proportion of online time and student outcomes [Working paper]. York University. https://yorku.ca/~rowston/OwstonYork2018.pdf
Ramalingam, S., Yunus, M. M., & Hashim, H. (2021). Exploring ESL learners’ blended learning experiences and its effectiveness through web-based technologies. International Journal of Evaluation and Research in Education, 10(4), 1436–1445. https://doi.org/10.11591/ijere.v10i4.21465
Ramasamy, S. P., Shahzad, A., & Hassan, R. (2021). COVID-19 pandemic impact on students’ intention to use e-learning among Malaysian higher education institutions. Journal of Education. https://doi.org/10.1177/00220574211032599
Sareen, S., & Mandal, S. (2024). Challenges of blended learning in higher education across global north–south: A systematic and integrative literature review. Social Sciences & Humanities Open.
Soon Tan, C., Zakuan, N., & Ismail Abd Aziz, M. (2022). Recent trends of blended learning and flipped classroom in Malaysia. Arab World English Journal (AWEJ), 2nd Special Issue on COVID-19.
Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. A. (2013). A quantitative inquiry into the effects of blended learning on English language learning: The case of Malaysian undergraduates. International Education Studies, 6(6), 1–7. https://doi.org/10.5539/ies.v6n6p1
Zamri, Z. M., & Narasuman, S. (2023). The effect of blended learning models on ESL students' self-efficacy and proficiency. 3L: Southeast Asian Journal of English Language Studies, 29(1).
Published
2025-11-30
How to Cite
BINTI MAT SOOD, S. M., HUSSEIN, N. H., MOHD NAWI, N. S., SHAFIEN, S., & RAMAMURTHY, L. (2025). BLENDED LEARNING STRATEGIES TO ENHANCE ACADEMIC WRITING SKILLS IN UNDERGRADUATE STUDENTS. MEDIA DIDAKTIKA, 11(2), 75-89. https://doi.org/https://doi.org/10.52166/didaktika.v11i2.11340
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Articles
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