Research on the Effectiveness of Blended Learning in College English Writing Teaching

Abstract

With the development of information technology, blended learning has gradually become a research focus in higher education. This study aims to explore the effectiveness of the blended learning model in college English writing instruction. By conducting a semester-long English writing experiment on students at a certain university, this research compares changes in their writing skills before and after applying the blended learning model and collects students’ acceptance and feedback on this teaching method. The study finds that the blended learning model significantly improves students’ writing skills, particularly in grammar, vocabulary, and writing structure. Additionally, students generally rate online learning resources and classroom interaction and collaboration highly. This study proposes strategies for promoting the blended learning model in practical teaching, including teacher training, integration of teaching resources, and improvement of teaching assessment mechanisms. The conclusions provide important references for the future application of blended learning models in English writing instruction.