Applying blended learning to enhance students’ paragraph writing performance at a secondary school in Hanoi = Áp dụng học tập kết hợp để nâng cao kĩ năng viết đoạn của học sinh tại một trường Trung học cơ sở ở Hà Nội

Tóm tắt

This study investigates the impact of blended learning on 9th-grade students’ paragraph writing performance and their perceptions of the approach in the context of secondary education in Vietnam. Using an action research design, the study involved 32 ninth-grade students from a secondary school in Hanoi. Data were collected through pre- and post-tests, questionnaires, and semi-structured interviews to gain both quantitative and qualitative insights. The findings revealed significant improvements in students’ paragraph writing skills, particularly in content, organization, grammar, and overall performance. Moreover, students reported positive attitudes toward blended learning, noting enhanced motivation, better engagement, and greater flexibility in learning. The results suggest that blended learning is an effective approach to improving paragraph writing skills and that secondary English teachers should consider incorporating this method to foster student development and engagement in writing tasks.