The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students
The purpose of this study is to investigate the students’ perspectives and effectiveness of blended learning in L2 writing. Forty seven university students participated in two L2 writing classes. The data for this research was collected for 16 weeks. Data sources included questionnaire, pre-test, midterm examination, and post-test. The results are as follows: 1) the students’ perspectives for blended learning were positive and the students considered it useful, helpful for improvement, and motivating in general. The students were very satisfied with both technological aspects and pedagogical aspects, particularly with interaction enabled through blended learning; 2) blended learning had positive effects on L2 writing, and there was an overall increase of test scores; 3) blended learning in L2 writing was found to be effective in mechanics, content, organization, and structure; and 4) there were no significant gender differences in general. Based on the findings, it seems that blended learning in L2 writing promotes learner interaction, learner autonomy, and collaborative learning. Follow up researches with more subjects in various levels using the model for Blended Learning in L2 Writing (BLW) is suggested.