Improving students’ business English writing skills using the blended learning approach

Abstract

The primary aim of this study was to examine the effectiveness of a blended learning approach in enhancing the Business English writing skills of undergraduate students in China. It also explored whether this method could improve students' satisfaction with learning these skills. Adopting a quasi-experimental design with quantitative methods, the study involved 80 second-year Business English students from Guangdong. Participants were divided into two groups: the Experimental Group received instruction through blended learning, while the Control Group followed a conventional teaching approach. The intervention lasted eight weeks. Data were collected using three instruments: a pre-test, a post-test, and a satisfaction questionnaire. Results from a one-way ANOVA indicated that the Experimental Group significantly outperformed the Control Group in writing, especially in areas such as topic relevance, supporting arguments, organization, grammar, and vocabulary. Moreover, the Experimental Group reported significantly higher satisfaction levels after the intervention. These findings highlight the potential of blended learning as an effective pedagogical strategy for enhancing both writing skills and learner satisfaction in Business English courses.