Do Blended Learning and Autonomous Learning Affect EFL Students’ Writing Achievement? Insight from Indonesia

Dwi Fita Heriyawati; Like Raskova Octaberlina; Daniel Ginting

doi:10.19105/ojbs.v19i1.19110

Dwi Fita Heriyawati English Education Department, Faculty of Teacher Training and Education, Universitas Islam Malang, Malang-65144 https://orcid.org/0000-0001-6476-5254
Like Raskova Octaberlina Tadris Bahasa Inggris, Faculty of Education and Teacher Training, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Malang 65144 https://orcid.org/0000-0002-0516-6427
Daniel Ginting English Letters Study Program, Language Faculty, Universitas Ma Chung Malang, Malang 65151 https://orcid.org/0000-0003-4180-127X

https://doi.org/10.19105/ojbs.v19i1.19110

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PDF downloads: 60

Keywords: blended learning, writing achievement, autonomous learning

Abstract

Blended learning plays an important role in teaching writing and offers new prospects for enhancing autonomous learning in writing instruction for the Indonesian educational context. This study investigates the effectiveness of blended learning on students’ autonomous learning and writing achievement. This study employed a mixed-method research design, with sixty-six students from a private university in Malang, Indonesia, participating in the study, engaging in blended learning sessions comprising both online and face-to-face components. Findings indicate a significant interaction between blended learning and learners’ autonomy, positively influencing students’ writing proficiency. The study revealed a p-value of 0.029. The p-value is lower than the significance level of 0.05, which means that sig = 0.029 < 0.05. Based on the statistical computation’s outcomes, it can be inferred that the effect of blended learning depends on Autonomous Learning. This suggests that Autonomous Learning and blended learning both have an impact on students’ ability to write. Cooperatively, blended learning and autonomous learning have an interactive rather than additive impact on writing achievement. While the study underscores the potential benefits of blended learning, limitations include its focus on a specific student demographic and educational setting, potentially limiting generalizability. Implications suggest that educators consider integrating blended learning to enhance student engagement and writing skills.

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Author Biographies

Dwi Fita Heriyawati, English Education Department, Faculty of Teacher Training and Education, Universitas Islam Malang, Malang-65144

DWI FITA HERIYAWATI is a professor in the English Education Department, Faculty of Education and Teacher Training (FKIP), Universitas Islam Malang. Dwi Fita Heriyawati received her master's degree in English Education from Universitas Islam Malang (UNISMA), Indonesia, and her Doctoral degree from Universitas Negeri Malang, East Java, Indonesia. She has written several papers in the areas of English Education and Applied Linguistics, writing, reading comprehension, learning media, and ICT for learning. Her research interests also include TEFL, EYL, reading comprehension, writing, and learning through technology.

Like Raskova Octaberlina, Tadris Bahasa Inggris, Faculty of Education and Teacher Training, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Malang 65144

LIKE RASKOVA OCTABERLINA is a professor in education and language learning. She holds a Master of TESOL from Monash University, Australia, and a doctoral degree in English Language Education from the State University of Malang. She is an alumnus of John Robert Powers Communication Development and received a grant from the International Visitor Leadership Program (IVLP) of the United States. She worked as a researcher at the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. She has lectured at Atmajaya Catholic University in Jakarta, Bina Nusantara University, Muhammadiyah University in Malang, and Kanjuruhan University in Malang. Currently, she serves as President of ELITE and Head of the International Office at UIN Malang.

Daniel Ginting, English Letters Study Program, Language Faculty, Universitas Ma Chung Malang, Malang 65151

DANIEL GINTING is a professor specializing in educational technology, language learning, and program evaluation. His work focuses on innovative teaching methods, such as flipped classrooms and artificial intelligence. He has explored the integration of technology in education, studies on MOOCs, teacher experiences, and student-centered learning. He is also interested in neuroscience studies, particularly brain-based learning, and how cognitive science can inform effective teaching strategies.

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