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Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives

ELT Forum: Journal of English Language Teaching · Vol. 14 No. 4 (2025) · hlm. 589–600

DOI
10.15294/elt.v14i3.20610
ISSN
2721-4532, 2252-6706
Terbit
2025-11-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

In a blended writing course, synchronous and asynchronous sessions can be utilized by instructors to support students’ writing activities. Although several studies have discussed the context of blended learning (BL) in EFL or ESL context, few have specifically explored students’ perceptions of the combination of synchronous and asynchronous sessions in writing instruction. Guided by Self-Determination Theory (SDT), this study was conducted using a qualitative approach through semi-structured interviews with five students, complemented by digital record observation to enhance data triangulation, with thematic analysis undertaken to identify key findings. The results revealed that combining synchronous and asynchronous sessions in writing assignments can increase student engagement. These two types of sessions complement each other; for example, synchronous sessions allow immediate feedback that asynchronous sessions cannot provide. The recommendations from this study provide implications for developing learning strategies that integrate synchronous and asynchronous sessions in the context of writing instruction in higher education.

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12 penulis · 30 tautan kepenulisan bersama · 30 lintas organisasi

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  • Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
  • Hunan Institute of Science and Technology
  • University of Warwick
  • Universitas Islam Negeri Sumatera Utara
  • Universitas Islam Negeri Sultan Syarif Kasim Riau
  • Universitas Satya Negara Indonesia
  • Universitas Ma Chung
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  • Organisasi berbeda
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  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Rustono Farady MartaUniversitas Satya Negara Indonesia1
Hasan SazaliUniversitas Islam Negeri Sumatera Utara1
Umar Abdur Rahim SM SMUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Fahmi FahmiUniversitas Ahmad Dahlan1
Daniel Suranta GintingUniversitas Ma Chung1
Yusawinur BarellaTanjungpura University1
Muhamad HasbiUniversitas Islam Negeri Salatiga1
Kadnawi KadnawiInstitut Agama Islam Hasanuddin Pare1
Ainu ZumrudianaUniversitas Nahdlatul Ulama Sunan Giri1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives</dc:title>
	<dc:creator xml:lang="en">Rojabi, Ahmad Ridho</dc:creator>
	<dc:creator xml:lang="en">Gatcho, Al Ryanne Gabonada</dc:creator>
	<dc:creator xml:lang="en">Croft, Sebastian Francis</dc:creator>
	<dc:subject xml:lang="en">asynchronous learning, blended learning, blended writing, perceptions, synchronous learning  </dc:subject>
	<dc:description xml:lang="en">In a blended writing course, synchronous and asynchronous sessions can be utilized by instructors to support students’ writing activities. Although several studies have discussed the context of blended learning (BL) in EFL or ESL context, few have specifically explored students’ perceptions of the combination of synchronous and asynchronous sessions in writing instruction. Guided by Self-Determination Theory (SDT), this study was conducted using a qualitative approach through semi-structured interviews with five students, complemented by digital record observation to enhance data triangulation, with thematic analysis undertaken to identify key findings. The results revealed that combining synchronous and asynchronous sessions in writing assignments can increase student engagement. These two types of sessions complement each other; for example, synchronous sessions allow immediate feedback that asynchronous sessions cannot provide. The recommendations from this study provide implications for developing learning strategies that integrate synchronous and asynchronous sessions in the context of writing instruction in higher education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/elt/article/view/20610</dc:identifier>
	<dc:identifier>10.15294/elt.v14i3.20610</dc:identifier>
	<dc:source xml:lang="en">ELT Forum: Journal of English Language Teaching; Vol. 14 No. 4 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (November); 589-600</dc:source>
	<dc:source>2721-4532</dc:source>
	<dc:source>2252-6706</dc:source>
	<dc:source>10.15294/elt.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/elt/article/view/20610/7303</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Ahmad Ridho Rojabi, Al Ryanne Gabonada Gatcho, Sebastian Francis Croft (Author)</dc:rights>
</oai_dc:dc>