This study investigates the effectiveness of blended learning technologies in enhancing English writing competence among higher education students, with a focus on English as a Foreign Language (EFL) learners in non-linguistic disciplines. A 12-week intervention combined face-to-face instruction with digital tools, including Moodle, Google Docs, Grammarly, and Padlet, targeting 120 undergraduate students. A mixed-methods approach, incorporating pre- and post-intervention writing assessments, surveys, and focus group interviews, evaluated improvements in grammar, vocabulary, coherence, and student engagement. Results revealed significant gains in writing proficiency and positive student perceptions of flexibility and interactivity, though technical challenges persisted. The findings advocate for the strategic integration of blended learning in EFL curricula to foster academic and professional writing skills, offering actionable insights for educators.
| Mualliflar | Kholboyeva , Guzal, Холбоева , Гузал, Xolboyeva , Guzal |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-09-25 |
| Jild | 3 |
| Son | 8/S |
| Betlar | 246-250 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss8/s-pp246-250 |
DOI: 10.47689/2181-3701-vol3-iss8/s-pp246-250 · Maqolaning asl sahifasi
грамотность в написании текстов на английском языке, обучение английскому языку как иностранному, высшее образование, цифровые технологии, совместное письмо, вовлеченность студентов, смешанное обучение, академическое письмо, English writing competence, EFL instruction, higher education, digital technologies, collaborative writing, student engagement, Blended learning, academic writing, ingliz tilida yozish ko‘nikmalari, chet tili sifatida ingliz tilini o‘qitish, oliy ta’lim, raqamli texnologiyalar, hamkorlikda yozish, talabalarning faolligi, Aralash ta’lim, akademik yozuv
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