A Review on the Impact of a Blended Process-oriented Approach on the English Writing Skills

Abstract

This study examines the application and efficacy of the blended process-oriented learning method in improving English writing skills among ESL/EFL learners. Data were gathered via an extensive literature analysis employing the key search phrases "blended," "process approach," and "English writing" across three academic databases: Web of Science, Scopus, and Google Scholar. After evaluating 34 preliminary records and implementing rigorous inclusion and exclusion criteria, 10 articles were chosen for an in-depth bibliometric analysis. The results indicate that this pedagogical method has been adopted in diverse educational environments throughout Asia and Africa, markedly enhancing students' writing abilities. The paper delineates several technologies employed in these implementations, such as Schoology, MOOCs, Google Classroom, and WeChat. The integrated process-oriented approach enhances writing performance, boosts student enthusiasm, fosters interaction, and solves writing anxiety. Despite the positive outcomes, the study acknowledges limitations, such as the restricted number of articles reviewed and the focus on students' perspectives. Future research should broaden the scope to include more articles and explore teachers' perspectives. The study concludes with recommendations for seamlessly integrating technology into traditional classrooms and emphasizing the indispensable role of instructors in blended learning environments. These insights aim to guide ESL/EFL educators in effectively incorporating blended process-oriented learning into their teaching practices.