Blended learning is an emerging and innovative pedagogical advancement in education. However, there is a lack of review on the improvement of blended learning on university students’ English writing ability. To address this gap, this paper provides a systematic review of research published between 2013-2023 on the use of blended learning in undergraduate English writing courses. The aim of this study is to investigate the use of blended learning in improve students’ English writing skills, students’ perceptions of blended learning in improving English writing skills, and the challenges they faced. Guided by the PRISMA statement (Pr?f?r?d and Reporting Items for Systematic R?vi?ws and M?ta-Analys?s), 15 relevant studies were identified through a systematic review of Scopus and Web of Science databases. The findings of the study also highlighted students’ perceptions and challenges faced in using blended learning to improve their English writing skills. It is concluded that the use of blended learning in English writing courses is an effective tool to improve students’ English writing skills, and that students mostly held positive attitudes towards the application of blended learning to English writing courses. This study enables a synthesis of existing research in related fields to produce a more comprehensive and in-depth understanding of the application of blended learning in English writing courses. These findings contribute to a deeper understanding of the role and impact of blended learning on students’ ability to improve their English writing skills, and provide valuable insights for future research on blended learning more broadly.
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