Students’ Reflection on Feedback in L2 Writing in Blended Learning

Abstract

The purposes of this study are to investigate the impact of blended learning in second language (L2) writing, to examine the kinds of reflection made by students in L2 writing using blended learning, and to suggest a model for blended learning that can encourages students’ interaction and reflection in L2 writing. The subjects for the qualitative study were four students attending a Korean university, and they each represented beginning, low intermediate, intermediate, and high intermediate levels. The L2 writing class using the model for Blended Learning in L2 Writing (BLW) met twice a week for 16 weeks. The data collected for the study included the scores from the pre-test, midterm examination, and post-test to investigate the impact of the BLW model, and students’ reflective learning journal entries to examine the reflections made by the students. The results are as follows: 1) the students’ writing ability has improved; 2) the students collected the feedback they have received, acknowledged the problems, recognized the improvements, and set goals for further improvements; 3) the optimal BLW model with modifications to reinforce student reflection is suggested; and 4) implementation of the optimal BLW model is discussed. Implications and suggestions for further study are also provided.