04051002156 applying blended learning to enhance students’ paragraph writing performance at a secondary school in hanoi

04051002156 Applying blended learning to enhance students’ paragraph writing performance at a secondary school in Hanoi

INTRODUCTION

Rationale of the study

In Vietnam, secondary school students face significant challenges in paragraph writing within English language education Many struggle with organizing ideas, using appropriate vocabulary, and constructing grammatically correct sentences, leading to poorly structured paragraphs At my school, the Global Success course books provide limited time for writing lessons, which further impedes students' development of writing skills This lack of classroom time for writing instruction results in insufficient opportunities for practice, revision, and timely feedback, all crucial for enhancing paragraph writing proficiency.

Educators are exploring various teaching methods to improve students' writing skills, with blended learning emerging as a promising approach This method combines traditional face-to-face instruction with online resources, providing flexibility and access to diverse learning materials that accommodate different learning styles and paces Research indicates that blended learning effectively enhances writing skills, as online writing platforms and digital feedback mechanisms boost student engagement and performance Furthermore, it allows for immediate feedback and opportunities for practice outside of class, enabling students to refine their writing skills.

While there has been considerable research on the effectiveness of blended learning in various areas of language acquisition, there is limited exploration of its

The study examines the impact of blended learning on paragraph writing among 9th-grade students in Vietnamese secondary schools It addresses the challenges students face in mastering this skill and the time limitations of traditional curricula By investigating how blended learning can enhance writing performance, the research aims to explore students' attitudes toward its implementation in writing lessons.

Aim and objectives

This study aims to explore the effects of blended learning on the paragraph writing performance of 9th-grade EFL students in Hanoi To achieve this, specific objectives have been established to guide the investigation.

(1) To find out the impact of blended learning on the paragraph writing performance of 9th-grade EFL students

(2) To find out the students’ attitudes towards the use of blended learning in writing lessons.

Research questions

This study attempted to answer two following questions:

(1) To what extent does blended learning affect 9th-grade students’ paragraph writing performance?

(2) What are the students’ attitudes towards the use of blended learning in writing lessons?

Scope of the study

This study explores the implementation and effects of blended learning in a lower-secondary public school in Hanoi, focusing on a class of 32 ninth-grade students It provides an in-depth analysis of how blended learning impacts their paragraph writing performance and their attitudes towards this instructional method, while not addressing other writing genres or broader language skills like reading, speaking, or listening.

This study specifically examines the impact of blended learning on ninth-grade students' paragraph writing performance, without considering other teaching methods or techniques The focus is narrowly defined to assess the effects of blended learning within a specific timeframe and context.

Method of the study

This study employed a mixed-methods action research design to investigate the impact of blended learning on 9th-grade students' paragraph writing performance at a public secondary school in Hanoi Following Burns’ (2010) cyclical model, the research was conducted over thirteen weeks during the 2024-2025 academic year, encompassing four phases: planning, acting, observing, and reflecting Quantitative data were gathered through pre- and post-writing tests, which assessed content, organization, vocabulary, and grammar using a rubric adapted from Cohen (1994) and analyzed with SPSS to measure writing skill improvements Additionally, a questionnaire based on Gardner’s (2004) AMTB was utilized to explore students' perceptions of blended learning, also analyzed via SPSS Qualitative insights were obtained through semi-structured interviews with three selected students, providing a deeper understanding of their experiences in the blended learning environment The intervention combined Google Classroom with face-to-face lessons, featuring online pre-class activities, in-class tasks, and post-class feedback, fostering both independent exploration and guided practice This mixed-methods approach facilitated a thorough evaluation of the blended learning model and its effects on students' paragraph writing skills.

Significance of the study

This study is significant as it enhances both the theoretical framework and practical implementation of blended learning in English as a Foreign Language (EFL) classrooms, specifically aimed at improving paragraph writing skills for 9th-grade students.

This study explores the application of blended learning to enhance paragraph writing performance among secondary school students in Hanoi The research aims to provide valuable insights into the effectiveness of blended learning in teaching writing skills, benefiting educators and researchers interested in innovative instructional approaches Additionally, it serves as a practical reference for teachers looking to integrate blended learning into their writing instruction, offering guidance on designing strategies that promote student engagement and positive attitudes towards learning paragraph writing, thereby enriching the overall teaching and learning experience in similar educational settings.

Organization of the study

The research is organized into five sections

Chapter 1, titled "INTRODUCTION", introduces the reason for the study, its aims and objectives, its scope, importance, and research methods

Chapter 2, called "LITERATURE REVIEW", offers a comprehensive overview of the theoretical context and previous studies related to this research

Chapter 3, labeled "RESEARCH METHODOLOGY", revisits the research queries and illustrates the research setting, participants, and methods employed for the study

Chapter 4, known as "DATA ANALYSIS, FINDINGS AND DISCUSSIONS", provides a thorough explanation of the data analysis This section also includes discussions and interpretations of the study's results

Chapter 5, denoted "CONCLUSION", presents a concise summary of the study, puts forth recommendations, and suggests directions for future research

LITERATURE REVIEW

Writing skills

Writing is a complex act of communication that involves encoding thoughts into text Scholars highlight its cognitive and process-oriented nature, with Nunan (1989) describing it as an "extremely complex cognitive activity" that requires simultaneous control of content, structure, vocabulary, and mechanics Similarly, White and Arndt (1991) view writing as a problem-solving process where writers generate ideas, plan and organize content, set goals, draft, and continually revise their texts.

Writing is a crucial yet challenging skill in second and foreign language acquisition, as highlighted by Richards and Renandya (2002), who identify it as the most difficult skill for many learners due to the need for idea generation, organization, and coherent text construction Grabe and Kaplan (1996) emphasize that writing is not an innate ability like speaking, necessitating extensive practice and effort to achieve proficiency Effective writing instruction and ample practice are vital for overcoming these challenges Hyland (2003) views writing as a means of sharing personal meanings, requiring writers to consider genre, context, and audience for effective communication Additionally, Ferris and Hedgcock (2005) describe writing as a transactional process between author and reader, suggesting that second language writers should adopt a strategic approach to their writing.

Effective writing in a foreign language necessitates a clear understanding of the audience and purpose, emphasizing the importance of linguistic accuracy alongside an awareness of discourse conventions to meet readers' expectations.

This study defines "writing skills" as the ability to effectively communicate ideas in a foreign language through the integration of cognitive processes, such as planning, organizing, and revising, along with linguistic knowledge, including grammar, vocabulary, and discourse conventions.

Paragraph writing is a crucial skill in English composition, serving as the basic unit of written discourse Defined as a group of interrelated sentences focused on a single main idea, a well-structured paragraph develops one controlling idea, ensuring unity throughout Experts emphasize that every sentence should support this central idea, while coherence is vital for logical organization and smooth connections between sentences Effective writing connects interrelated sentences to create purposeful prose rather than merely listing information A strong paragraph typically includes a clear topic sentence, supporting sentences with evidence or explanations, and an optional concluding sentence to reinforce the main point Together, these elements foster unity and coherence, allowing readers to easily follow the writer's thought process.

Mastering paragraph writing in secondary EFL education presents unique challenges for second-language learners These students often find it difficult to organize their ideas into coherent paragraphs, as writing fluently in a new language can be daunting They need to generate relevant ideas while also employing appropriate language and cohesive devices to create a unified piece of writing.

This study defines paragraph writing skills for secondary EFL students as the ability to create a unified and coherent paragraph on a specific topic This includes developing a clear topic sentence, logically organizing supporting sentences with effective transitions, and accurately conveying the main idea with sufficient detail.

2.1.3 Approaches to teaching paragraph writing

There are numerous approaches to teaching paragraph writing skills, each emphasizing different aspects of the writing experience

The product-oriented approach in traditional writing classrooms prioritizes linguistic accuracy and strict adherence to established structures This method encourages learners to replicate model texts provided by instructors, enabling them to master essential grammatical rules, vocabulary usage, and paragraph conventions.

The method provides clear guidance and minimizes ambiguity for learners; however, it has faced criticism for overlooking creativity and the intricacies of crafting original texts Consequently, this approach may inadequately equip students to generate authentic and contextually relevant writing independently.

The process-oriented approach arose in response to the shortcomings of product-oriented instruction, focusing on the various stages writers experience during text creation According to White and Arndt (1991), writing is a recursive process that includes brainstorming, drafting, revising, and editing.

Eight students engage in ongoing refinement of their texts through both guided and self-regulated practice This approach recognizes writing as a dynamic cognitive process, emphasizing the learners' capacity to iteratively manage and enhance their work (Ferris & Hedgcock).

Researchers like Flower and Hayes (1981) emphasize the cognitive aspects of the process approach, suggesting that teaching writing strategies explicitly aids students in navigating the complexities of composition tasks However, this approach faces criticism for its time-consuming nature and the risk of overlooking the communicative goals inherent in specific text genres.

A genre-based approach has become increasingly important in EFL contexts as a response to the limitations of traditional product and process methods This approach emphasizes the understanding and production of texts within specific communicative contexts, allowing learners to effectively recognize and apply genre conventions (Hyland, 2007) Through explicit instruction on the social purposes, linguistic structures, and rhetorical conventions of various text genres, teachers help students enhance their ability to produce effective written discourse (Hyland, 2004) However, some critics caution that an overemphasis on genre conventions may stifle students' creativity and adaptability, leading to formulaic writing instead of authentic expression (Badger & White, 2000).

Given the complexity of teaching writing effectively, this study adopted an integrated instructional approach combining product-oriented, process-oriented, and genre-based methods

2.1.4 Types of paragraph writing assessment

Assessing students' proficiency in paragraph writing is essential for their development Various assessment methods are recognized and recommended by scholars, including traditional assessments, alternative assessments, and process-based assessments.

Traditional assessments concentrate on evaluating key aspects of writing, including grammar, syntax, spelling, and punctuation These assessments are typically structured to measure a student's proficiency in these areas.

Blended learning

Blended learning has garnered significant attention in educational discourse, leading to various definitions and interpretations

Blended learning systems, as defined by Graham (2006), integrate face-to-face instruction with computer-mediated instruction, enhancing the overall learning experience Garrison and Kanuka (2004) further emphasize this concept by describing blended learning as the intentional combination of in-person classroom experiences with online learning, showcasing the thoughtful design of these educational methods.

Blended learning is defined by the glossary of education reform (2013) as the integration of online and in-person learning experiences in student education This definition reflects a widely accepted understanding that blended learning includes a range of instructional strategies that merge physical and virtual learning environments.

Blended learning, as defined by Columbia University’s center for teaching and learning, is a learner-centered approach that combines face-to-face and online learning experiences to achieve specific learning objectives This definition emphasizes the flexibility of blended learning, making it suitable for diverse learning preferences and schedules.

Blended learning in English Language Teaching (ELT) combines face-to-face and online instruction, creating a dynamic and interactive learning environment According to Sharma (2010), this method addresses the varied needs of language learners by offering multiple opportunities for engagement and practice.

Blended learning combines traditional and digital teaching methods, focusing on the intentional design of learning experiences to improve educational outcomes This approach aims to offer learners a more flexible, accessible, and effective educational experience by leveraging the strengths of both instructional styles.

Blended learning combines face-to-face instruction with digital tools to enhance education A popular method involves using learning management systems (LMSs) like Google Classroom, Moodle, and Blackboard, which act as central hubs for organizing lessons, assigning and collecting student work, providing feedback, and facilitating communication (Alias & Zainuddin, 2005; Saliba, Rankine, & Cortez, 2013) Google Classroom, known for its simplicity and integration, is frequently utilized in schools.

Google tools, and ease of access for both teachers and students

Integrating collaborative tools like Dropbox and Google Apps enhances real-time document sharing and communication for joint projects (Al Samarraie & Saeed, 2018) Additionally, instructors can leverage social networking platforms such as Twitter and Facebook to promote informal discussions and peer interactions outside the classroom (Kakosimos, 2015).

Educators increasingly utilize digital learning resources, including electronic notes, discussion forums, and live-streamed videos, to enhance content delivery and engage students in various formats (Ike & Okechukwu, 2015) When these tools are effectively integrated into teaching, they become essential to blended learning strategies, allowing education to extend beyond traditional classrooms and fostering flexible, technology-driven engagement.

This study utilizes Google Classroom as the main method for implementing blended learning, effectively managing digital content, enhancing communication, and integrating online and face-to-face activities.

Blended learning can be applied at various levels within educational systems, ranging from specific activities to broader institutional strategies (Graham, 2006)

Blending at the activity level involves integrating online resources and digital tools into specific classroom tasks to boost engagement and comprehension For example, instructors can use online simulations during in-person sessions to clarify complex concepts, enhancing the overall learning experience This micro-level integration promotes immediate feedback and interactive participation, creating a dynamic educational environment.

Course-level blending involves intentionally integrating online and in-person components throughout a course This approach allows for specific parts of the curriculum to be taught online, while others are delivered face-to-face, creating a cohesive learning experience.

The integration of online modules in education provides students with flexible access to course materials while allowing instructors to utilize a variety of teaching methods This approach enables theoretical concepts to be taught online, freeing up in-person class time for practical applications and discussions By accommodating different learning styles, this design fosters a deeper understanding of the subject matter.

Blending at the program level involves the integration of online and face-to-face courses within a specific academic program, creating a cohesive and flexible learning pathway for students This approach allows for a combination of online and on-campus classes, enabling students to select the modalities that align with their schedules and learning preferences By addressing broader educational objectives, this blending strategy effectively accommodates a diverse student body.

Institutional-level blending is a comprehensive strategy where an entire educational institution adopts blended learning across various programs and courses This approach necessitates a strong organizational commitment, including investments in technology, faculty training, and policy development The aim is to foster a culture that embraces blended learning, enhancing educational delivery and accessibility For instance, an institution may establish a policy mandating that all courses include a specific percentage of online components, demonstrating a commitment to modernizing education and broadening its reach.

This study identifies activity-level integration of blended learning as the most suitable approach given specific contextual constraints Due to a strict teaching schedule, teachers and ninth-grade students have limited opportunities for extensive online interactions Additionally, students struggle to coordinate shared times for synchronous online meetings outside of class hours Consequently, integrating online activities at the activity level enables students to engage flexibly with digital materials and tasks.

17 altering the established classroom timetable, effectively accommodating both teachers' and students' scheduling limitations

Previous studies on the application of blended learning in teaching writing

Research across various countries indicates that blended learning can significantly enhance EFL students’ writing skills

Palestine, Keshta, and Harb (2013) found significant improvements in writing performance among 10th-grade EFL students participating in a blended learning program compared to those receiving traditional instruction Similarly, Camahalan and Ruley (2014) reported gains in grammar use and sentence structure after a two-week blended learning intervention for 7th graders in the United States Both studies utilized quasi-experimental or action research designs with pre and post assessments, indicating that secondary learners in blended learning environments achieved higher post-test writing scores and engagement levels than their peers in conventional classrooms.

Blended learning approaches have proven effective in tertiary writing instruction, as evidenced by various studies Adas and Bakir (2013) found that Palestinian undergraduates benefited from the integration of online sessions with face-to-face teaching, leading to improved essay organization and content development Similarly, Geta and Olango (2016) demonstrated that first-year university students in Ethiopia who experienced a blended learning model significantly outperformed their peers in a lecture-only group on writing assessments (p < 01) Furthermore, Hosseinpour et al (2019) reported that Iranian EFL university students in a blended learning course achieved higher academic writing proficiency, particularly in structure and grammatical accuracy, compared to those in traditional settings.

Many studies also note that blended learning participants show positive attitudes towards this combination in learning English writing skills Challob et al (2016)

20 observed reduced writing anxiety among EFL students using a collaborative blended learning approach, while surveys of student perceptions consistently report greater motivation and engagement in blended learning environments (Banditvilai, 2016)

Research in Vietnam highlights the effectiveness of online platforms in enhancing writing practice, as demonstrated by Kim Anh (2015), who found that all stages of the writing process can be successfully conducted through e-learning systems Additionally, Bui and Vu (2020) revealed that Vietnamese EFL undergraduates in a blended learning environment significantly outperformed their peers in a traditional setting in areas such as topic development, organization, and lexical use in essays Furthermore, students in the blended course reported higher levels of engagement and collaboration, despite facing some challenges in implementing this approach on a larger scale.

A study by Yen et al (2019) involving 165 university students revealed that most participants had positive views on blended learning English classes and recognized their benefits for language skills, particularly writing However, students also faced challenges, highlighting the importance of effective teacher support in blended learning environments Similarly, Ngo (2023) conducted a needs analysis with over 1,000 Vietnamese university students and teachers, identifying an urgent demand for blended materials to enhance academic writing skills The analysis pointed out common issues such as limited vocabulary and insufficient practice opportunities, indicating that blended learning can effectively fill these gaps by offering additional writing practice and resources outside the traditional classroom setting.

Nguyen (2024) investigated the implementation of blended learning in a private high school English writing program, utilizing a "flipped" model that included lab sessions and in-class follow-ups The study, which incorporated questionnaires and interviews from both students and teachers, revealed that high school students valued the interactive activities and flexibility offered by blended learning However, many students expressed a need for more in-person support and innovative tasks to address the challenges associated with online learning.

21 components This aligns with the notion that younger learners, with developing autonomy, need structured guidance to thrive in blended learning environments

Well-designed blended learning interventions can significantly enhance writing development and boost motivation across various education levels Research emphasizes that the effective integration of online components, coupled with adequate instructor support, is crucial for maximizing the benefits of blended learning in writing classes However, most studies in Vietnam have focused on university students, creating a research gap at the lower-secondary level This study aims to fill that gap by exploring the effectiveness of blended learning in improving paragraph writing performance among Grade 9 students in a public secondary school in Hanoi.

Summary

This chapter outlines the theoretical framework of the study and reviews pertinent literature It begins by introducing key theories on writing, specifically paragraph writing, and the assessment methods used, highlighting the choice of Cohen’s (1994) analytic scoring rubric for evaluating students' paragraph writing performance The discussion then shifts to blended learning, detailing its definitions, types, advantages, and the challenges faced by both teachers and students in its implementation Finally, the chapter examines previous research on the use of blended learning in writing instruction, offering insights into its application across different contexts and its overall impact.

RESEARCH METHODOLOGY

Reinstatement of research questions

This study aims to answer the following research questions:

1 To what extent does blended learning affect 9th-grade students’ paragraph writing performance?

2 What are the students’ attitudes towards the use of blended learning to improve paragraph writing performance?

This study investigates the measurable outcomes and personal experiences of students engaged in the blended learning model, emphasizing its impact on writing development.

Research design

Creswell (2014) identifies eight prevalent research designs in educational studies: experimental, correlational, survey, grounded theory, ethnographic, narrative, mixed methods, and action research This study selects action research as the most suitable design, highlighting its unique advantages that will be elaborated upon in the following sections.

Action research is a systematic and reflective approach aimed at improving teaching and learning practices through inquiry and informed changes Wallace

(1999) defines action research as the process of gathering and analyzing data to evaluate different facets of professional practice This allows educators to assess their

Action research empowers educators to make informed decisions about their teaching methods by focusing on 23 key findings Unlike traditional research that aims for universal truths, action research targets specific, context-driven challenges that participants are eager to resolve within their own educational environments.

Action research is a critical and purposeful approach that enables educators to assess and improve their teaching practices, as emphasized by Ferrance (2000) According to Burns (2009), it combines action and study to transform educational processes, including classroom management and student learning Mills (2011) further supports this perspective, noting that action research empowers educators to collect data to enhance their teaching effectiveness and improve student outcomes.

(2018) further suggests that action research can help teachers identify strengths and weaknesses in their lessons to improve their practices

Action research plays a crucial role in applied linguistics due to its practical and empirical focus It goes beyond traditional academic research, serving as a valuable tool for personal professional development and enhancing educational practices By fostering reflective practice and localized inquiries, action research encourages collaboration among teachers, students, and sometimes parents or administrators, making it a community-oriented approach to addressing educational challenges Consequently, it is well-suited for improving teaching methods and promoting ongoing professional growth in educational settings.

3.2.2 Reasons for choosing the action research

Action research was selected for this study due to Nunan’s (1992) principles, providing a practical method to tackle specific teaching challenges It is especially effective in examining the impact of blended learning on 9th-grade students' paragraph writing performance, facilitating immediate feedback and adjustments in the teaching process.

This study focuses on enhancing writing skills by directly involving teachers in the research process, making it highly relevant to localized educational issues Unlike traditional research that aims for universal conclusions, action research offers context-specific insights, which are essential for improving teaching practices in specific classrooms This method promotes continuous reflection and strategy modification, contributing to both teacher professional development and student learning outcomes Therefore, the flexible and iterative nature of action research is ideal for investigating the impact of blended learning on students' writing skills.

Action research is a flexible process that varies based on the research context and the researcher’s perspective (Creswell, 2005) Due to its adaptability, there is no single structure for action research; instead, researchers may follow different steps tailored to their specific goals Nonetheless, many models share common phases, notably the foundational cycle established by Kurt Lewin (1946), which includes observation, reflection, action, evaluation, and modification These iterative stages enable researchers to refine their approach continuously as new insights are gained.

Gerald Susman (1983) built upon Lewin’s foundational work by developing a structured five-phase model of action research This model starts with an initial survey to assess the current situation and identify the problem Following this, the researcher formulates a plan of action that considers various strategies and alternatives The third phase focuses on implementing the chosen intervention while collecting data to evaluate its impact Finally, the process concludes with a reflection on the results and the drawing of conclusions.

25 lead to further modifications or refinements in the action plan This cycle repeats until the desired outcome is achieved

Nunan (2001) outlines a comprehensive seven-step process for action research, highlighting the significance of reflection and empirical data The process starts with identifying a problem or question, followed by a preliminary investigation to gather baseline data for understanding the issue After analyzing this data, a hypothesis is developed, leading to the intervention phase where various strategies are applied The effectiveness of these interventions is then evaluated, which may result in revisions or extensions of the research Nunan also stresses the importance of disseminating findings and conducting follow-up to explore additional solutions to the identified problem.

Burns (2010) proposed a four-stage cyclical model for action research, consisting of planning, action, observation, and reflection In the planning stage, researchers identify issues and create an action plan The action phase focuses on implementing this plan, while the observation phase involves collecting data to evaluate the intervention's impact Finally, the reflection stage entails analyzing the data and making necessary adjustments to enhance the intervention's effectiveness This model is especially beneficial for educational research, as it promotes continuous improvements in classroom practices through reflective inquiry.

Figure 1 The 4 stages action research cycle by Burns (2010)

In this study, I utilized Burns’ (2010) four-step model of action research, which encompasses planning, action, observation, and reflection phases, to systematically and flexibly investigate the impact of blended learning on 9th-grade students' paragraph writing performance Each phase of the model was closely aligned with the progression of my teaching and research activities.

During the planning phase, I observed that my students faced ongoing difficulties with paragraph writing, despite understanding its basic structure They particularly struggled with developing ideas, organizing their thoughts, and using proper grammar and vocabulary To tackle these challenges, I implemented a blended learning intervention that integrated in-class instruction with online resources and tasks through Google Classroom This approach not only aimed to meet educational objectives but also considered the students' access to digital tools and their comfort level with technology.

Over a 13-week period, I implemented a blended learning model that combined face-to-face instruction with online tasks Each week, students participated in lessons that integrated both formats, while regular in-class reflection sessions allowed them to discuss their online learning experiences, clarify misunderstandings, and share effective strategies This approach ensured that the online content was effectively reinforced and understood.

27 was meaningfully connected to classroom learning and allowed me to offer timely feedback and support

During the observation phase, I collected quantitative and qualitative data to assess the intervention's impact on students' paragraph writing performance, using pre- and post-tests evaluated on content, organization, vocabulary, grammar, and overall performance with a rubric adapted from Cohen (1994) An 11-item questionnaire was also distributed to gauge students' perceptions of blended learning and their attitudes toward its effectiveness, drawing from Cohen (1994) and Gardner’s AMTB framework To enhance the analysis, I conducted semi-structured interviews with three students representing varying levels of improvement, which provided insights into their experiences in the blended learning environment, the challenges they encountered, and their perceptions of personal development.

In the reflection phase, I assessed the effectiveness of the intervention by analyzing writing score trends and student feedback patterns I evaluated how my teaching methods and digital tools influenced student progress, while also comparing my findings with existing literature This confirmed that blended learning can enhance writing instruction, though it faces challenges like unequal technology access and differing student autonomy levels Consequently, I proposed improvements for future blended learning cycles, emphasizing increased scaffolding for low-performing students and enhanced peer feedback integration.

Research setting

This study took place at a public secondary school in Ha Noi, Vietnam, established in 1965 The institution comprises 22 classes and employs 42 teachers, serving around 750 enrolled students, thereby creating a conducive learning environment.

The school meets the standards set by the Vietnamese Ministry of Education and Training, with well-equipped infrastructure and teaching materials that support effective learning Each classroom features a smart TV connected to the internet, fostering interactive learning experiences Ample resources are provided for all subjects, ensuring access for both students and teachers Continuous training for teachers on integrating technology into their practices enhances the use of digital tools in the classroom, ultimately improving student learning outcomes.

The school adheres to the national curriculum, structured into two terms and encompassing subjects like Literature, Mathematics, English, Civic Education, Natural Sciences, History, Geography, Technology, Computing, Physical Education, and Art English is a mandatory subject, emphasizing writing skills as a key focus In the grade 9 English curriculum, students must write short paragraphs of 100-120 words on topics such as family, compose simple personal letters and messages on familiar subjects, and summarize information into clear, structured paragraphs.

The school has officially adopted the book "Tieng Anh 9 Global Success" as the English textbook for grade 9 students, following thorough research and discussions among the administration and five English teachers This selection is consistent with the choices of most public schools in the Hai Ba Trung district, promoting uniformity in English language education "Tieng Anh 9 Global Success" is the latest edition published by a Vietnamese educational publishing house, adhering to Circular No 32/2018/TT-BGDĐT, issued on December 26, 2018.

The Vietnamese Ministry of Education and Training has developed the Tieng Anh 9 Global Success curriculum, which includes 105 lessons spread over 35 weeks, with three lessons per week This textbook is structured into 12 units, each comprising 7 lessons, covering topics such as Getting Started, A Closer Look 1, A Closer Look 2, Communication, and Skills 1.

The curriculum features "Skills 2" and "Looking Back & Project," along with four review sessions, each containing two lessons, scheduled before the midterm and final tests Writing is integrated into the "Skills 2" lesson, occurring in the sixth lesson of each unit, which also focuses on listening skills This lesson is structured to dedicate half of the class period to listening, followed by writing exercises The writing component aims to enhance students' ability to compose short, clear paragraphs that adhere to proper style, structure, and sequence.

The research, conducted in the first semester of the 2024-2025 academic year, targeted grade 9 students and explored the effectiveness of blended learning By integrating both in-class and online activities, the study aimed to enhance students' paragraph writing proficiency.

Participants

The study involved 32 Vietnamese grade 9 students from a secondary school in Hanoi, selected for their ongoing instruction by the researcher, enabling close observation and direct intervention All participants had a minimum of four years of English study and were acquainted with basic paragraph writing structures Despite this, many students faced challenges in organizing their ideas, selecting appropriate vocabulary, and applying grammar correctly in longer writing tasks.

To enhance the reliability of student performance assessments, the researcher partnered with an experienced English lecturer from a university in Hanoi Both evaluators independently assessed the students' paragraph writing using a standardized rubric adapted from Cohen (1994) The scores were subsequently compared and discussed to achieve a consensus for each student, thereby reducing subjective bias and improving scoring reliability.

The blended learning intervention aimed at enhancing paragraph writing skills was conducted over a specific period of the school year, utilizing a systematic framework that included pre-action, action, post-action, and reflection phases.

The application of blended learning in teaching paragraph writing skills

In this study, I adopted Burns’ (2010) four-step model of action research, as mentioned in the Research design

In the initial two weeks, the emphasis was on equipping students for the blended learning experience During Week 1, a pre-test was administered to evaluate their writing skills, followed by personalized feedback from the teacher to highlight strengths and areas for growth Concurrently, students were introduced to blended learning and trained on using Google Classroom for accessing materials and submitting assignments, ensuring they were well-prepared to navigate the platform and participate effectively in the upcoming blended learning activities.

From Week 3 to Week 12, students engaged in blended learning activities centered on paragraph writing, with a detailed schedule available in appendix 12 Prior to each "Skills 2" writing lesson, the teacher posted pre-writing exercises and discussion topics on Google Classroom at least three days in advance, ensuring they were directly related to the upcoming writing topics These tasks, adapted from the textbook, aimed to prepare students for their writing assignments Participation in online activities was mandatory, requiring students to analyze and respond to questions using their current unit knowledge, fostering independent and group work for peer interaction and feedback In class, the teacher facilitated discussions to enhance the learning experience.

Students engaged in a reflective review of their online activities on Google Classroom, focusing on their writing tasks Those who had not completed assignments were encouraged to do so with immediate teacher support During this reflection, students compared early drafts with revised versions, utilizing teacher feedback, peer suggestions, and self-assessment checklists to identify improvements in coherence, idea development, and grammatical accuracy This process not only reinforced key writing concepts but also fostered student awareness of their writing progress and responsibility for their learning The teacher facilitated mini-conferences to provide targeted feedback and support in developing paragraph writing skills Additionally, useful structures, vocabulary, and example essays were uploaded to Google Classroom from Hoclieu.vn, ensuring alignment with the curriculum and appropriateness for students' proficiency levels.

In Week 12, students completed a post-test to evaluate their writing competence following blended learning activities, allowing for a comparison with the pre-test results This assessment measured their progress in paragraph writing skills throughout the intervention.

During the final week, students in the class completed a questionnaire and three of them participated in interviews to share their experiences and reflect on the

The teacher analyzed data from student reflections to evaluate the effectiveness of the blended learning approach in enhancing paragraph writing skills By examining written samples at various stages of the intervention, the teacher assessed progress in key writing components such as content development, organization, vocabulary use, and grammatical accuracy These reflections offered valuable insights into students' improvements in idea generation, logical structuring of paragraphs, and revision based on feedback The findings led to final comments on student engagement with learning activities, the impact of integrating online and face-to-face instruction, and the observed enhancements in paragraph writing performance.

The structured intervention allowed students to participate in both online and in-class activities, facilitating the gradual enhancement of their paragraph writing skills, with continuous monitoring and support from the teacher throughout the learning process.

Data collection instruments

This study utilized a range of data collection tools to gather both quantitative and qualitative insights on the effects of blended learning on paragraph writing performance among lower-secondary students in Hanoi The selected instruments aimed to deliver a thorough understanding of student progress and experiences throughout the intervention.

To measure students’ writing competence before and after the blended learning intervention, a pre-test and a post-test were administered

At the start of the academic year, a pre-test on the topic "My lifestyle" was conducted, in accordance with the Grade 8 curriculum Subsequently, a post-test was administered at week 12 of the blended learning program.

The article discusses the "Natural wonders of the world" as part of the Grade 9 curriculum, requiring students to write a short paragraph of 80-100 words within a 25-minute timeframe Both tests were designed to be similar in content, format, and difficulty (A2 CEFR) to ensure consistency The chosen topics align with curriculum requirements for Grades 8 and 9, allowing the pre-test to assess students' writing abilities based on prior knowledge, while the post-test measures their progress after the intervention Utilizing topics from prescribed textbooks, the tests effectively gauge students' improvement in writing competence during the blended learning course.

The writing tests evaluated four essential components: content, organization, vocabulary, and grammar, using a 5-point analytic scale based on Cohen (1994), with a total score out of 20 points To maintain fairness and standardization, the rubric was consistently applied across all tests To enhance scoring reliability, each script was independently assessed by both the researcher and a qualified English teacher, with any discrepancies discussed and resolved to achieve a final agreed-upon score.

This study utilized a questionnaire as a key data collection tool to assess the effectiveness of blended learning in enhancing paragraph writing skills and to explore students' attitudes towards this approach The questionnaire aimed to collect insights on students' attitudes, engagement, and experiences with blended learning Its use was justified by the numerous advantages it offers, including the ability to gather information on attitudes, behaviors, activities, and responses to educational events (Bryman, 2016; Creswell, 2014) The questions were grounded in established theories within the field, ensuring a robust framework for analysis.

34 works of Dornyei (2003), MacIntyre et al (2009), Ellis (2008), and Wisker (2007)

The questionnaire was distributed to all 32 grade 9 students involved in the study, with clear instructions provided for completion during class To maintain a controlled environment, the completed questionnaires were collected immediately after they were filled out.

The questionnaire featured eleven Likert-scale questions divided into two sections The first section assessed the effectiveness of the blended learning model in enhancing paragraph writing skills, while the second section gauged students' overall attitudes towards blended learning and their interest in continuing its use in future writing lessons.

To enhance clarity for all participants, the questionnaire was translated from English to Vietnamese, allowing both versions to be used simultaneously This bilingual approach eliminated language barriers, ensuring participants fully understood the questions and provided more accurate responses.

To gain a deeper understanding of students' experiences with blended learning, semi-structured interviews were conducted with three selected students Kvale (1996, 2003) emphasizes that interviews are effective in eliciting narrative data, enabling researchers to obtain a richer insight into participants' perspectives.

Interviews are essential for understanding how meanings are constructed in natural contexts, as they allow participants to express their thoughts, feelings, and experiences, which can yield qualitative data that questionnaires may miss This method enabled the researcher to investigate students' attitudes towards blended learning and its effects on their paragraph writing skills, offering a detailed perspective on their learning journey.

The interview participants were intentionally selected to represent various levels of improvement based on their test scores and questionnaire feedback This group included students who showed significant progress, consistent development, or faced challenges in the blended learning environment The interviews aimed to gain a deeper insight into the effects of blended learning on their writing skills, utilizing open-ended questions that encouraged students to share detailed reflections Conducted in Vietnamese, these interviews were recorded, transcribed, and translated into English for analysis The qualitative data gathered enriched the quantitative findings from pre- and post-tests and the questionnaire, providing a more nuanced understanding of how blended learning affected students' paragraph writing abilities.

Data analysis procedure

3.7.1 Pre-test and post-test scores

The effectiveness of the blended learning model was evaluated by analyzing pre-test and post-test writing scores quantitatively using SPSS version 20 Each student's writing was assessed based on four rubric components: content, organization, vocabulary, and grammar, with each component rated on a 5-point scale The total score, which ranged from 4 to 20, was the sum of these four components.

The collected scores were recorded in two sets of variables for each component: “Content1”, “Vocabulary1”, “Grammar1”, “Organization1”, and

“Overalscore1” for the pre-test; and “Content2”, “Vocabulary2”, “Grammar2”,

“Organization2”, and Overalscore2 for the post-test Descriptive statistics (means, standard deviations, and standard errors) were calculated to summarize and compare students’ performance before and after the intervention

To examine the correlation between pre- and post-test scores, paired samples correlations were performed to assess the consistency of student improvements Following this, paired samples t-tests were utilized to compare the mean scores of each component and the overall performance between the pre-test and post-test.

A significance level of p < 0.05 was used to determine statistical significance, with 95% confidence intervals reported to offer a reliable range for true mean differences This analytical method allowed the researcher to evaluate the measurable impact of the blended learning approach on specific writing skills.

The analysis of questionnaire responses was conducted using descriptive statistical methods in SPSS, calculating mean scores and standard deviations for 11 items to identify trends in students' attitudes toward blended learning and its impact on writing development The focus was on measuring student motivation, engagement, and perceived learning effectiveness based on self-reported experiences To ensure questionnaire reliability, Cronbach's alpha was calculated, resulting in a value greater than 0.7, indicating good reliability The items were categorized, with E1 to E5 assessing the effectiveness of blended learning on paragraph writing performance, and A1 to A6 evaluating students' attitudes toward blended learning.

The qualitative data from semi-structured interviews with three selected students were analyzed to gain a nuanced understanding of their experiences with blended learning Each participant's responses were examined individually for each interview question, revealing both shared and unique perspectives on the effectiveness of blended learning, its challenges, and its impact on their paragraph writing development.

Summary

This chapter offers a detailed examination of the research methodologies utilized in this study, highlighting each phase of the research design process The researcher elaborates on the essential components of the research methodology.

This chapter begins by detailing the overall research design and context, including the setting and participants involved in the study It emphasizes the implementation of blended learning in writing instruction and describes the data collection methods utilized, which consist of a pre-test, post-test, questionnaire, and interviews The chapter concludes by outlining the data analysis procedure, offering insights into how the collected data was processed and analyzed to answer the research questions.

DATA ANALYSIS, FINDINGS AND DISCUSSIONS

Data analysis of the paired samples t-tests

The paired samples t-tests on pre-test and post-test scores reveal the significant effect of blended learning on secondary students' paragraph writing performance in Hanoi The results show varying degrees of enhancement in five essential writing components: content, vocabulary, grammar, organization, and overall performance.

4.1.1 Data analysis of the paired t-test for Content

Table 1: Paired t-test result of Content

95% Confidence Interval of the Difference Lower

Paired Differences t df Sig (2- tailed)

95% Confidence Interval of the Difference

The intervention led to a significant improvement in students' content scores, with the mean increasing from 3.16 (SD = 0.847) in the pre-test to 3.72 (SD = 0.683) in the post-test The mean difference of -0.563 (SE = 0.148) was statistically significant (t(31) = -3.788, p = 001), and the 95% confidence interval for the difference ranged from -0.865 to -0.260, indicating a reliable gain in content development Additionally, a moderate and statistically significant paired samples correlation (r = 413, p = 019) suggests a consistent relationship between students' scores before and after the intervention These findings highlight the positive impact of the blended learning approach on students' writing abilities, particularly in generating and elaborating on ideas.

4.1.2 Data analysis of the paired t-test for Vocabulary

Table 2 Paired t-test results of Vocabulary

Mean N Std Deviation Std Error

The vocabulary component showed a slight improvement, with the mean score rising from 3.28 (SD = 0.729) to 3.47 (SD = 0.621) However, this change was not statistically significant, as indicated by a mean difference of -0.188 (SE = 0.130) and a paired samples t-test result of t(31) = -1.438, p = 161 The 95% confidence interval further supports the lack of significance in this improvement.

The correlation between vocabulary development and the blended learning model was moderate and significant (r = 412, p = 019), with values ranging from -0.454 to 0.079 However, the absence of a significant difference indicates that vocabulary growth may need more focused or prolonged support than what was offered during this intervention.

4.1.3 Data analysis of the paired t-test for Grammar

Table 3 Paired t-test results of Grammar

Mean N Std Deviation Std Error

Paired Differences t df Sig (2- tailed) 95%

The implementation of blended learning led to a statistically significant enhancement in grammar performance, with students' mean scores rising from 3.06 (SD = 1.216) in the pre-test to 3.63 (SD = 0.942) in the post-test The mean difference was -0.563 (SE = 0.168), and the statistical analysis yielded a significant result, t(31).

The study revealed a significant improvement in students' grammatical accuracy and sentence structure, with a strong correlation between pre- and post-test scores (r = 641, p < 001) The results, including a confidence interval of -0.904 to -0.221 (p = 002), indicate that the combination of digital tools and face-to-face instruction effectively supported student learning.

4.1.4 Data analysis of the paired t-test for Organization

Table 4 Paired t-test results of Organization

Paired Differences t df Sig (2- tailed) 95%

The organization component showed the most substantial improvement among all writing aspects The mean score rose from 2.66 (SD = 0.827) to 3.47 (SD

The study revealed a statistically significant mean difference of -0.813 (SE = 0.171) between pre- and post-test scores, with t(31) = -4.762 and p < 001, indicating a 95% confidence interval from -1.160 to -0.465 Despite a low and non-significant correlation between pre- and post-test scores for organization (r = 080, p = 665), the findings underscore the effectiveness of blended learning in enhancing students' paragraph structure, coherence, and logical flow.

4.1.5 Data analysis of the paired t-test for the Overall Performance

Table 5 Paired t-test results of Overall Performance

Mean N Std Deviation Std Error

Paired Differences t df Sig (2- tailed) 95%

The findings indicate a significant positive impact of blended learning on students' writing performance, as evidenced by an increase in average total scores from 12.16 (SD = 2.187) in the pre-test to 14.28 (SD = 1.853) in the post-test The mean difference of -2.125 (SE = 0.290) was statistically significant, t(31) = -7.324, p < 001, with a 95% confidence interval of -2.717 to -1.533 Furthermore, a strong correlation between pre- and post-test scores (r = 681, p < 001) indicates consistent student performance, with overall improvements linked to the blended learning intervention.

Data analysis of the questionnaire

4.2.1 Data analysis of the questionnaire for the students’ perceptions regarding the effectiveness of blended learning

Table 6 Descriptive & reliability statistics of the effectiveness

Items N SD D N A SA Mean SD

E1 - Blended learning has helped me improve my ability to generate and develop ideas in my paragraphs

E2 - Blended learning has improved the organization and structure of my paragraphs

E3 - Blended learning has enhanced my vocabulary, allowing me to express my ideas more clearly

E4 - Blended learning has improved my grammatical accuracy in writing paragraphs

E5 - Blended learning has improved my paragraph writing performance 32 1 2 4 14 11 4.00 1.016

A study was conducted to assess students' perceptions of blended learning's effectiveness in enhancing their paragraph writing skills Five questionnaire items, labeled E1 to E5, were analyzed using descriptive statistics, targeting key aspects of writing improvement such as idea development, organization, vocabulary, grammar, and overall performance Students rated their experiences on a five-point Likert scale, with responses ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).

The internal consistency of the five items was evaluated using Cronbach’s Alpha, resulting in a reliability coefficient of α = 0.872 This high value indicates a strong level of internal consistency, suggesting that the items effectively measure the same underlying construct: students’ perceived effectiveness of blended learning.

To begin with, students expressed particularly strong agreement with Item E1, which assessed the impact of blended learning on idea generation and development

A total of 13 out of 32 students (40.6%) selected “Agree” and 12 students (37.5%) selected “Strongly Agree,” resulting in 78.1% of students responding positively Only

A small percentage of students, specifically 3.1%, strongly disagreed with the effectiveness of blended learning, while 18.8% expressed neutrality The mean score for this aspect was 4.09, with a standard deviation of 0.928 These findings suggest that the majority of students felt that blended learning significantly enhanced their ability to generate and develop ideas.

In Item E2, which assessed the enhancement of paragraph structure and organization, the feedback was predominantly positive A total of 14 students (43.8%) agreed, while 11 students (34.4%) strongly agreed, and only 2 students (6.3%) strongly disagreed The mean score was 4.00 (SD = 1.047), with 78.2% of students reporting benefits in their writing structure through blended learning.

Item E3, focused on vocabulary enhancement, garnered a total agreement of 71.9%, with 14 students (43.8%) agreeing and 9 (28.1%) strongly agreeing However, a minority expressed disagreement, with 4 students disagreeing and 1 strongly disagreeing The mean score for this item was 3.81.

47 standard deviation of 1.091 These responses suggest that although most students reported improved vocabulary, the perceived benefit was less consistent compared to other writing aspects

Item E4, which assessed grammatical accuracy, revealed varied responses among students A total of 14 students (43.8%) agreed, and 10 (31.3%) strongly agreed, resulting in 75.1% positive feedback However, this item also recorded the highest disagreement, with 3 students (9.4%) disagreeing and another 3 (9.4%) strongly disagreeing The standard deviation was notably high at 1.263, and the mean score was 3.78, indicating mixed opinions on the impact of blended learning on students' grammar skills.

In response to Item E5 regarding overall improvement in paragraph writing performance, 14 students (43.8%) agreed and 11 students (34.4%) strongly agreed, resulting in a total positive agreement of 78.2% Only 3 students expressed negative responses, while 4 remained neutral With a mean score of 4.00 and a standard deviation of 1.016, the results suggest that most students felt that blended learning positively impacted their writing abilities.

4.2.2 Data analysis of the questionnaire for the students’ attitudes towards blended learning instructions

Table 7 Descriptive & reliability statistics of the students’ attitudes

N SD D N A SA Mean SD A1 - I find blended learning engaging and stimulating 32 0 0 3 16 13 4.31 644

A2- I feel more motivated to participate in writing lessons through blended learning

A3 - Blended learning helps me feel more confident in my writing ability 32 0 1 3 13 15 4.31 780 A4 - I feel more in control of my learning when using blended learning 32 0 3 3 14 12 4.09 928 A5 - Blended learning reduces my 32 0 1 4 18 9 4.09 734

A6 - I would prefer to continue learning writing through blended learning in the future

This study examined students' attitudes towards blended learning in writing lessons through six questionnaire items analyzed with descriptive statistics Utilizing a five-point Likert scale from 1 (Strongly Disagree) to 5 (Strongly Agree), the results provided frequencies, percentages, mean scores, and standard deviations These findings shed light on students' engagement, motivation, confidence, autonomy, stress levels, and their future preferences for blended learning.

The internal consistency of the six items was evaluated, yielding a Cronbach’s Alpha value of α = 907, which signifies excellent reliability This result confirms that the items collectively offer a consistent and cohesive measure of students’ attitudes toward blended learning.

The feedback on Item A1 regarding the engagement and stimulation of blended learning was highly favorable, with 90.6% of the 32 students expressing positive responses Specifically, 50.0% agreed and 40.6% strongly agreed, while no students chose "Disagree" or "Strongly Disagree."

3 (9.4%) remained neutral The mean score was 4.31 (SD = 644), indicating a high level of agreement and suggesting that students found the blended learning format appealing and enjoyable

For Item A2, which addressed motivation, 16 students (50.0%) agreed and 11 (34.4%) strongly agreed, totaling 84.4% positive responses Three students (9.4%) disagreed, and two (6.2%) were neutral The mean score was 4.09 (SD = 893) This

49 shows that the majority of students felt more motivated to participate in writing lessons when taught through blended learning, although a small number expressed uncertainty or disagreement

In Item A3, a significant majority of students reported increased confidence in their writing skills due to blended learning, with 87.5% expressing positive responses (40.6% agreed and 46.9% strongly agreed) Only 3.1% disagreed, and 9.4% remained neutral The mean score of 4.31 (SD = 780) further supports the conclusion that blended learning positively impacts students' writing confidence.

A4 assessed students' sense of control over their learning, revealing that 14 students (43.8%) agreed and 12 (37.5%) strongly agreed, resulting in a total of 81.3% positive responses Only three students (9.4%) disagreed, while another three (9.4%) remained neutral With a mean score of 4.09 and a standard deviation of 0.928, the findings indicate that blended learning enhances students' autonomy in their educational journey.

A5 assessed the impact of blended learning on stress levels during writing tasks, revealing that 56.3% of students agreed and 28.1% strongly agreed that this approach reduced their stress Only 3.1% disagreed, while 12.5% remained neutral The mean score of 4.09 (SD = 734) indicates that a significant majority of students felt less pressure when engaging in blended learning.

Item A6 explored students' willingness to pursue blended learning in the future, revealing that 40.6% of students agreed and 37.5% strongly agreed, resulting in a total of 78.1% positive responses In contrast, 6.3% disagreed, 3.1% strongly disagreed, and 12.5% remained neutral The mean score of 4.03 (SD = 1.031) reflects overall support for the continued implementation of blended learning, although the responses exhibited slightly more variation.

In conclusion, the findings indicated that students exhibited highly positive attitudes towards blended learning in writing lessons, feeling engaged, motivated, confident, and more autonomous, while also experiencing lower stress levels The responses showed a high internal consistency, as evidenced by a Cronbach’s Alpha of 0.50.

Data analysis of the interviews

To assess the impact of blended learning on students' paragraph writing skills, in-depth interviews were conducted with three students These interviews sought to enhance the understanding of the results obtained from the questionnaire and pre/post-test data.

4.3.1 Improvement in paragraph writing understanding through blended learning

Blended learning significantly improved students' understanding of paragraph writing, as highlighted by their feedback Student 1 noted that it enhanced their ability to organize ideas clearly, stating, "I can now structure my paragraphs with a clear topic sentence and supporting ideas." This skill was evident during the post-test, where they maintained a logical flow in their writing Similarly, Student 2 recognized the advantages of blended learning in incorporating topic sentences and supporting details, although they still faced challenges with clarity, mentioning, "After reading about how to organize a paragraph in Google Classroom."

In my writing, I implemented strategies to ensure each paragraph had a clear topic sentence However, Student 3, with lower proficiency, noted challenges in connecting ideas smoothly despite focusing on improving their topic sentence from the pre-test to the post-test This highlights that while blended learning enhanced paragraph structure for all students, the degree of improvement varied based on individual academic strengths Overall, these findings indicate a positive impact of blended learning on paragraph organization and structure.

4.3.2 Areas of improvement in writing skills due to blended learning

All three students reported significant improvements in paragraph organization Student 1 noted enhanced logical structuring of ideas, stating, "The tasks on Google Classroom helped me see how important it is to structure my ideas clearly." Meanwhile, Student 2 mentioned advancements in both organization and vocabulary, saying, "I now use better words to explain my ideas, and I try to organize them more clearly than before."

Student 3 emphasized enhancements in organization, noting their success in beginning paragraphs with clear topic sentences, yet acknowledged ongoing challenges with vocabulary and grammar: "I still struggle with grammar a lot, and it’s hard for me to remember all the rules." This observation is consistent with questionnaire results, which highlighted organization as the most improved area among all students Overall, while organizational skills have significantly developed, vocabulary and grammar continue to be difficult for some learners.

4.3.3 Motivation and engagement through blended learning

All interviewed students reported that blended learning significantly enhanced their motivation to engage in writing lessons Student 1 noted that the mix of online tasks and in-class activities made lessons more interactive and engaging, allowing for better preparation and focus Student 2 valued the flexibility of learning at their own pace online, which reduced stress and provided clarity on lesson expectations While Student 3 acknowledged occasional distractions, they appreciated the ability to revisit materials for better understanding Overall, the responses highlight that the interactivity and flexibility of blended learning contribute to increased motivation among students.

Blended learning significantly enhances student engagement in writing lessons, with varying levels of motivation observed based on individual proficiency Most students reported feeling more motivated to participate actively in these lessons.

4.3.4 Challenges encountered in accessing online resources

Students encountered varying challenges when using online materials for homework While one student reported no issues due to easy access and a reliable internet connection, another acknowledged difficulties in staying organized with updates on Google Classroom In contrast, a third student faced significant obstacles, lacking a laptop and struggling with an unstable home network, which hindered access to online platforms These experiences underscore the technological and accessibility challenges some students face, emphasizing the need for equitable access to resources to ensure all students can benefit from blended learning.

Findings

4.4.1 The effectiveness of blended learning on 9th-grade students' paragraph writing performance

Blended learning significantly enhances students' paragraph writing performance, as evidenced by paired samples t-tests and questionnaire data The results indicate statistically significant improvements in various writing components, including content, vocabulary, grammar, organization, and overall performance Notably, the content dimension improved markedly, with the mean score increasing from 3.16 (SD = 0.847) in the pre-test to 3.72 (SD = 0.683) in the post-test (p = 001).

A reliable improvement in students' ability to generate and elaborate on ideas is indicated by a mean score of 4.09 (SD) in the questionnaire, particularly in response to the statement, "Blended learning has helped me improve my ability to generate and develop ideas in my paragraphs." This finding aligns with students' perceptions, reinforcing the effectiveness of blended learning in enhancing their writing skills.

= 0.928), indicating strong agreement among students that blended learning positively affected their content development

The vocabulary results showed a modest increase in mean scores from 3.28 (SD = 0.729) to 3.47 (SD = 0.621), but this change was not statistically significant (p = 161) Despite the lack of substantial improvement, 71.9% of students agreed or strongly agreed that "Blended learning has enhanced my vocabulary, allowing me to express my ideas more clearly" (mean = 3.81, SD = 1.091) These findings indicate that while vocabulary enhancements were less pronounced compared to other areas, students recognized some positive effects of the blended learning approach, suggesting a need for additional support to foster more significant vocabulary development.

The study revealed a notable enhancement in grammar skills, with the mean score rising from 3.06 (SD = 1.216) to 3.63 (SD = 0.942) in the post-test, indicating a statistically significant difference (p = 002) Additionally, 75.1% of students reported improvements in their grammatical accuracy, as reflected in Item E4 of the questionnaire, which had a mean score of 3.78 (SD = 1.263) This suggests that the integration of digital tools and in-class activities effectively contributed to better grammar skills, particularly in sentence structure and grammatical correctness.

The organization of paragraphs demonstrated significant enhancement, with the mean score increasing from 2.66 (SD = 0.827) to 3.47 (SD = 0.567) in the post-test (p < 001) This progress was supported by questionnaire responses, particularly Item E2, which indicated that "blended learning has improved the organization and structure" of participants' writing.

A study involving 54 paragraphs yielded a mean score of 4.00 (SD = 1.047), indicating that students believed blended learning significantly improved their writing structure As one student noted, “I can now structure my paragraphs with a clear topic sentence and supporting ideas.” This feedback aligns with the statistical findings, suggesting that the blended learning approach was particularly effective in enhancing paragraph structure and coherence.

The overall performance demonstrated a notable enhancement, with the total score rising from 12.16 (SD = 2.187) to 14.28 (SD = 1.853), indicating statistical significance (p < 001) This improvement was further evidenced by Item E5, which focused on the overall advancement in paragraph writing, yielding a mean score of 4.00 (SD).

A recent study revealed that students experienced significant improvements in their writing performance due to blended learning, with a mean score of 1.016 One student remarked, “The combination of online tasks and in-class activities makes the lessons more interactive and engaging I feel more prepared because I can study the materials beforehand, and I’m more focused in class.” This feedback underscores the multifaceted enhancements in writing, encompassing content, structure, and overall performance.

The research indicates that blended learning significantly enhances students' paragraph writing performance, especially in content generation, organization, and grammar While there is a moderate improvement in vocabulary, it suggests the need for more focused interventions Overall, the findings confirm the effectiveness of blended learning in improving students' writing skills.

4.4.2 The students’ attitudes towards the use of blended learning to improve paragraph writing performance

The analysis of both the questionnaire responses and the interview data indicates overwhelmingly positive student attitudes toward the use of blended

Blended learning significantly enhances paragraph writing performance by fostering student engagement, motivation, confidence, and autonomy while also reducing stress levels The questionnaire data, particularly Items A1 through A6, indicate a strong positive response from students regarding their learning experience in this environment.

A recent study revealed that 90.6% of students found blended learning to be engaging and stimulating, with a mean score of 4.31 (SD = 0.644) Student feedback supported these findings, as one student noted, “Blended learning is definitely more engaging,” allowing for interaction with the material before class, which boosts confidence and preparedness Another student preferred blended learning over traditional methods, stating it is “less boring” and offers more control over their learning pace These insights underscore the effectiveness of blended learning in enhancing the overall educational experience.

Blended learning significantly enhances students' motivation in writing lessons, evidenced by a mean score of 4.09 (SD = 0.893) from Item A2 Student feedback highlights that the integration of online tasks with in-class activities fosters a more interactive and engaging learning environment One student noted feeling more prepared and focused due to the opportunity to study materials in advance, while another emphasized the reduced stress and increased confidence from learning at their own pace Overall, the combination of online and in-class resources boosts motivation and participation, leading to a more effective writing lesson experience.

Item A3 highlighted that students reported increased confidence in their writing skills, achieving a mean score of 4.31 (SD = 0.780), suggesting that blended learning positively impacted their self-assurance Student 1 affirmed this enhancement in their writing confidence.

Blended learning significantly boosts students' confidence in writing, as evidenced by feedback from students who appreciate the opportunity to review materials online before applying them in class activities This approach not only enhances their understanding but also correlates with the high mean score observed in the questionnaire, highlighting the positive impact of blended learning on self-assurance in writing.

Item A4 evaluated students' perceptions of control over their learning in a blended learning environment, yielding a mean score of 4.09 (SD = 0.928) Both Student 1 and Student 2 expressed that blended learning enhanced their sense of autonomy.

1 said, “Blended learning allows me to study materials on my own, which helps me feel more in control of my learning.” Student 2 added, “I feel more in control because

Discussion

4.5.1 Effects of blended learning on paragraph writing performance

This study reveals that blended learning significantly enhances students' paragraph writing performance in an EFL context The paired t-test results show notable improvements in content, organization, and grammar, highlighting the pedagogical value of blended learning approaches These findings underscore the practical relevance of integrating blended learning in educational settings.

The students demonstrated a significant improvement in content development, with their mean score rising from 3.16 in the pre-test to 3.72 in the post-test This increase reflects their enhanced ability to generate and elaborate on ideas, aligning with existing literature that supports the effectiveness of blended learning.

Effective pre-writing engagement enhances students' ability to think critically and express ideas clearly, as emphasized by Keshta and Harb (2013) and Oshima and Hogue (2006) The integration of Google Classroom provided students with writing prompts, video instructions, and vocabulary scaffolds, allowing them to develop their ideas asynchronously before class This approach aligns with Garrison and Kanuka’s (2004) perspective that blended learning fosters deeper engagement with content Unlike traditional instruction, which limits idea generation to classroom time, this blended format encourages more reflective engagement with writing tasks.

The study revealed a significant improvement in paragraph organization, with mean scores increasing from 2.66 to 3.47, highlighting the importance of coherence and internal structure in writing proficiency (Hyland, 2002; White & Arndt, 1991) Chapter 2 identified paragraph organization as a key challenge for secondary EFL learners, who often struggle with logical arrangement and effective transitions The blended learning format facilitated individual practice and instructor-led clarification, allowing learners to internalize paragraph structure As a result, students demonstrated clearer topic sentences and more cohesive transitions after utilizing online guides and receiving real-time feedback These findings support Lopez and Johnston’s (2016) claim that blended environments enhance text organization through repeated modeling and scaffolded reinforcement.

Students demonstrated a significant improvement in grammar, with their mean score rising from 3.06 to 3.63 The strong positive correlation between pre- and post-test results (r = 641) reinforces the reliability of this enhancement This outcome aligns with the findings of Carliner (2012) and Bashir (2017), which indicate the effectiveness of blended learning environments.

Interactive grammar exercises and targeted feedback enhance accurate language use Research highlights grammar as a crucial element of paragraph quality and a common challenge for EFL learners This study demonstrates that digital grammar practice, alongside in-class error correction and explanations, creates an effective environment for learners to reinforce their form-focused knowledge while applying it in context.

This study builds on earlier research by Adas and Bakir (2013) and Hosseinpour et al (2019), confirming that blended learning benefits extend beyond essay writing to paragraph-level instruction, particularly for Vietnamese Grade 9 students as per Decision No 2658/QD-BGDĐT (2018) Unlike previous studies that focused on tertiary education and longer writing forms, this research emphasizes the impact of activity-level blended learning on foundational writing skills in secondary education It addresses a significant gap identified in Vietnamese literature, such as Bui & Vu (2020) and Ngo (2023), highlighting the necessity for more targeted, skill-specific blended interventions.

This study highlights the relevance of Google Classroom as the primary Learning Management System (LMS) in local teaching contexts, particularly for secondary schools Despite being categorized as a basic LMS, its accessibility and user-friendly interface allow students to easily access tasks, receive feedback, and submit revisions without facing significant technical challenges This supports Nguyen and Pham’s (2021) assertion that familiar digital tools can enhance digital literacy and facilitate content learning when implemented thoughtfully.

In summary, this study reaffirms and extends the findings from existing

Blended learning significantly enhances EFL secondary students' paragraph writing performance across various dimensions, including content, organization, and grammar These improvements are consistent with the theoretical frameworks outlined in Chapter 2, illustrating how a well-integrated approach combining online and face-to-face elements effectively addresses the specific learning needs of students.

This study presents a practical and replicable model for improving paragraph writing in educational settings by utilizing tools such as Google Classroom and implementing activity-level blended learning tailored to the school's schedule.

4.5.2 Students’ attitudes towards blended learning

Students in this study exhibited positive attitudes towards blended learning, which aligns with previous research on student perceptions The questionnaire results indicated that a majority of students experienced increased engagement, motivation, and confidence in their writing skills when utilizing blended learning methods, supporting the findings of Liu (2013) and Garrison and Kanuka.

(2004), who both noted that blended learning increases student engagement and motivation by offering a flexible and interactive learning environment

The questionnaire revealed that students found blended learning highly engaging, with a mean score of 4.31 This aligns with Banditvilai (2016), who noted that blended learning enhances student motivation and engagement in writing by allowing self-paced material interaction Student 1 also emphasized that the mix of online tasks and in-class activities made lessons more interactive, supporting Graham's (2006) findings on blended learning's role in creating a dynamic and participatory classroom environment.

Blended learning has been shown to significantly enhance student motivation in writing lessons, as indicated by responses to Item A2 This finding aligns with the research of Karasavvidis (2013), which highlights the positive impact of flexibility in learning environments.

Blended learning empowers students to learn at their own pace, enhancing their sense of control and motivation Student 2's feedback highlights the value of this flexibility, indicating that students feel more motivated when they can learn autonomously outside the classroom and arrive prepared for in-class activities.

The notable rise in student confidence, as highlighted in Item A3, supports Kuo et al (2014), which indicates that blended learning enhances student confidence through increased opportunities for independent learning and self-assessment In this study, 87.5% of students expressed greater confidence in their writing skills due to blended learning, with one student noting that pre-class preparation significantly contributed to their confidence during in-class activities.

Summary

Chapter 4 presents the results and analysis of the data collected from the pre- test, post-test, questionnaire, and interviews to assess the effectiveness of blended learning in enhancing 9th-grade students' paragraph writing skills The results of the

A study utilizing 62 paired samples t-tests revealed significant enhancements in students' writing performance across various aspects, such as content, vocabulary, grammar, organization, and overall effectiveness Notably, students demonstrated considerable improvements in content generation and organization, as reflected in their post-test scores.

The questionnaire results indicated that students found blended learning to be advantageous for enhancing their writing skills, particularly in terms of organization and idea development Most students reported a positive attitude towards blended learning, highlighting increased motivation, engagement, and confidence in their writing tasks.

Interviews with three students revealed the benefits of blended learning, noting enhancements in writing organization and content, along with heightened motivation and engagement Nonetheless, they also faced challenges, including technology access issues and difficulties in maintaining focus during online activities.

Chapter 4 highlights that blended learning greatly improves the paragraph writing skills of 9th-grade students, while also emphasizing the need to tackle challenges related to digital literacy and technology access to achieve the best outcomes.

CONCLUSION