THE IMPACT OF BLENDED WRITING ACTIVITIES ON WRITING PERFORMANCE FOR ESP STUDENTS AT THE UNIVERSITY OF MEDICINE PHAM NGOC THACH

Abstract

Traditional classroom teaching has shared the spotlight with technologies since its entrance into educational settings. New teaching methods emerged to lay the foundation for complementing deficiencies that obstruct the theory of constructivism and students’ self-center learning, including blended learning. Through this lens, we researched the effect of blended learning in medical students’ writing performance. Three hundred participants, divided into two groups, were involved in the project. The experimenter invited the control and experimental groups to accomplish two written works during the blended course. The intervention of new method of teaching during the treatment for the second writing shows its effectiveness. Besides the t-test, other instruments such as Cronbach’s alpha and interviews were also implemented to measure the influence of blended activities in students’ writing performance, as well as their perception.