Collaborative Blended Learning Writing Environment

Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance is an article written by Ala’a Ismael Challob, Nadzrah Abu Bakar1 & Hafizah Latif1.  This article published in 2016 by Canadian Center of Science and Education.

Writing has complex and various requirements which create writing apprehension for the students. Writing apprehension will make the students’ writing performance become a poor one. Thus, this study investigates students’ experience and their perception of the effectiveness of collaborative blended learning writing environment in overcoming their writing apprehension and improving their writing performance.

Blended learning experience also promotes participation and interaction among students and between students and their teacher, decreases their anxiety, encourages independent learning, and most importantly, promotes their writing ability (Liu, 2013).

The students give positive perceptions towards the collaborative blended learning writing environment. They stated that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learned much knowledge of writing. Students also viewed that online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.

The teachers can integrate online learning activities with face-to-face learning to bring the optimal outcomes in learning EFL writing. 

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