The Impact of Blended Learning on EFL Students’ Perception of Autonomy and Writing Achievement

DOI

10.2991/978-2-38476-120-3_17How to use a DOI?

Keywords

Blended Learning; Autonomy Learning; Learning Achievement

Abstract

This study seeks to investigate the perceptions of EFL students regarding the use of blended learning to promote autonomous learning in English language teaching, particularly in the writing class, and the extent to which teachers foster students’ autonomy. Twenty students were given a questionnaire as participants in this investigation, and the participants were chosen based on their performance the writing class. In addition, two students from the class were interviewed in order to collect the supplementary data related to the autonomy enhancement. According to the findings, although students held positive beliefs about autonomous learning, they still lacked an adequate understanding of autonomous learning concepts. Regarding exposing students to autonomous learning, teachers are extremely motivated. When enrolled in an online class, students feel free to explore their ideas in writing, whereas they feel at ease engaging in discussion with the teachers and classmates in offline classes. This study concludes with recommendations for teachers and programs of teacher education. In addition, the study elaborates on the value of implementing blended learning to improve learning autonomy and achievement, particularly in writing classes.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dwi Fita Heriyawati
AU  - Febti Ismiatun
AU  - Like Raskova Octaberlina
PY  - 2023
DA  - 2023/09/28
TI  - The Impact of Blended Learning on EFL Students’ Perception of Autonomy and Writing Achievement
BT  - Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023)
PB  - Atlantis Press
SP  - 182
EP  - 189
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-120-3_17
DO  - 10.2991/978-2-38476-120-3_17
ID  - Heriyawati2023
ER  -