Exploring the relationship between EFL students’ writing performance and activity theory related influencing factors in the blended learning context

• Published in: PloS one Vol. 19; no. 6; p. e0305668
• Main Authors: Wang, Yuling, Kasuma, Shaidatul Akma Binti Adi, Lah, Salasiah Binti Che, Zhang, Qi
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 17.06.2024
• Subjects: Adult; Analysis; Behavior; Biology and Life Sciences; Blended learning; College students; Context; Distance learning; Division of labor; Educational objectives; English as a second language; English as a second language instruction; Feedback; Female; Humans; Internet resources; Labor; Learning; Learning environment; Learning outcomes; Male; People and Places; Qualitative research; Quantitative analysis; Research and Analysis Methods; Second language writing; Second language writing instruction; Shakespeare plays; Social Sciences; Student writing; Students; Students - psychology; Surveys; Surveys and Questionnaires; Teachers; Teaching; Writing; Writing instruction; Writing tests; Young Adult; United Kingdom; China

With the rapid development of technologies, blended learning is widespread in English writing instruction. The effect of blended learning on EFL writing outcomes is affected by various factors. This study examines the relationship between EFL students’ writing performance and influencing factors and...