Blended learning technologies for improving English writing competence in higher education

Guzal Kholboyeva

doi:10.47689/2181-3701-vol3-iss8/S-pp246-250

Guzal Kholboyeva Graduate of master’s degree, Webster University in Tashkent

DOI

https://doi.org/10.47689/2181-3701-vol3-iss8/S-pp246-250

Keywords

English writing competence , EFL instruction , higher education , digital technologies , collaborative writing , student engagement , Blended learning , academic writing

Abstract

This study investigates the effectiveness of blended learning technologies in enhancing English writing competence among higher education students, with a focus on English as a Foreign Language (EFL) learners in non-linguistic disciplines. A 12-week intervention combined face-to-face instruction with digital tools, including Moodle, Google Docs, Grammarly, and Padlet, targeting 120 undergraduate students. A mixed-methods approach, incorporating pre- and post-intervention writing assessments, surveys, and focus group interviews, evaluated improvements in grammar, vocabulary, coherence, and student engagement. Results revealed significant gains in writing proficiency and positive student perceptions of flexibility and interactivity, though technical challenges persisted. The findings advocate for the strategic integration of blended learning in EFL curricula to foster academic and professional writing skills, offering actionable insights for educators.

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Downloads

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Published

2025-09-25

How to Cite

Kholboyeva , G. 2025. Blended learning technologies for improving English writing competence in higher education. Foreign Linguistics and Lingvodidactics. 3, 8/S (Sep. 2025), 246–250. DOI:https://doi.org/10.47689/2181-3701-vol3-iss8/S-pp246-250.