Blended Learning Pedagogy in University EFL Writing Courses: Effects on Linguistic Accuracy and Learner Autonomy

Аннотация

This study investigates the impact of a structured blended learning pedagogical model on linguistic accuracy
and learner autonomy in university-level English as a Foreign Language (EFL) writing courses. Utilizing a quasi-experimental
mixed-methods design, 120 undergraduate EFL students were assigned to either a blended learning condition
(integrating face-to-face instruction with asynchronous LMS-based writing tasks, peer feedback, and self-regulated
learning modules) or a traditional face-to-face control group. Pre- and post-intervention writing assessments were evaluated
for grammatical, lexical, and syntactic accuracy using a standardized analytic rubric. Learner autonomy was measured
via a validated questionnaire and semi-structured interviews. Quantitative analysis revealed statistically significant
improvements in linguistic accuracy (p < .01) and autonomy scores (p < .001) in the blended group compared to controls.
Qualitative data highlighted enhanced self-monitoring, strategic resource use, and increased confidence in independent
drafting. Findings suggest that intentionally designed blended pedagogy can simultaneously target form-focused accuracy
and metacognitive autonomy in EFL writing. The study offers practical implications for curriculum designers and EFL
instructors seeking to balance guided instruction with learner-centered digital environments.