This research investigates how blended learning, employing the Iwrite System, is applied in college English writing classes within various educational settings. Employing a combination of quantitative and qualitative methods, the study assesses the impact of this approach by examining alterations in pre- and post-test scores, levels of student involvement, and patterns of Iwrite System utilization quantitatively, while also exploring student perspectives and classroom interactions qualitatively. The results reveal significant improvements in students’ writing proficiency following the implementation of blended teaching, accompanied by high levels of student engagement and positive perceptions of the Iwrite System. Strong correlations between the frequency of system usage and writing proficiency improvement further underscore the effectiveness of technology-mediated instruction. Overall, the findings highlight the efficacy of blended teaching with the Iwrite System in enhancing students’ writing skills, engagement, and overall learning experiences in college English writing classes © (2024), (Elite Scientific Publications). All rights reserved.
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