Journal of Global Research in Education and Social Science

This study investigated whether a BOPPPS-integrated Treenity blended teaching model could improve undergraduate EFL writing, self-regulated learning, and critical thinking in a context where process-oriented writing instruction had to be implemented within limited class time. A quasi-experimental pre-test/post-test design was conducted over one semester with 49 second-year undergraduates (24 in the experimental group and 25 in the control group). The experimental group received a blended treatment combining the six-stage BOPPPS framework with Treenity-supported platform, whereas the control group followed a more conventional teacher-led approach. Data were collected through pre- and post-writing tests, a self-regulated learning questionnaire, and a critical thinking disposition questionnaire. Results show that the experimental group showed significantly better post-test outcomes after controlling for pre-test scores in writing achievement, self-regulated learning, and critical thinking disposition. The findings indicate that the model supported not only better writing performance but also stronger learning management and more reflective engagement. The study contributes local evidence on blended EFL writing pedagogy by showing how a structured BOPPPS design and a Chinese online platform can be integrated in an undergraduate writing course.