This study examines the impact of a blended learning (BL) model on the

development of French writing skill (FWS) among non-major foreign language students

(NMFLS) at Can Tho University (CTU). This model integrates face-to-face instruction

with online learning activities facilitated through the university’s E-learning platform.

The study employed a mixed-method approach, utilizing both quantitative and qualitative

data. Quantitative data, gathered through an online survey, measured student satisfaction

with the training model, while qualitative data, obtained from student essays and teacher

interviews, evaluated the model’s influence on students’ French writing proficiency. The

findings reveal that the BL model effectively enhances students’ French writing abilities.

Most students (77.5%) expressed satisfaction with their learning experience, appreciating

the E-learning platform user-friendliness and convenience, the quality of lesson content,

and the guidance provided by instructors. Moreover, the model fostered the development

of self-directed learning habits and peer assessment skills among students. However, the

study also identified certain limitations, such as occasional technical issues encountered

while using the E-learning platform. Despite these challenges, the BL model demonstrates

significant potential as an effective approach to improving FWS and can be implemented

across various university settings to elevate the quality of French language instruction.

Keywords: Blended learning, French as a foreign language, writing skill, peer assessment,

LMS Moodle.3rd HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES