This study aimed to examine the ESL students' perceptions and experience of academic writing with blended learning applications at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape. This study's aim was to come up with recommendations and interventions for improving the English academic writing skills of first-year students with blended learning applications and therefore the focus was on the students and their experiences. The study utilised a mixed-methods approach to obtain and analyse the data obtained from the study respondents. The population of this study comprised first-year students, and the sample size was 185 respondents who were purposively selected. The online questionnaire was used to collect quantitative data from the respondents, and the qualitative data were obtained using semi-structured interviews conducted with 12 first-year students. In this study, social constructivism served as educational and theoretical framework with reference to blended learning and academic writing. The study findings revealed that pressure, stress, and anxiety adversely affect students' academic performance and writing skills. This finding was reinforced by the results obtained from semi-structured interviews indicating that academic writing was difficult. The reality is that most first-year students lack academic reading and writing skills, mainly because university/college-level academic writing significantly differs from high school writing. Encountering challenges in academic writing is inevitable for first-year students who are yet to be familiar with the writing patterns and structure. Students are struggling with the change; online learning and its advantages have not surfaced as the overall choice of learning method due to the power disruptions, unfamiliarity, resistance, and problems associated with technology. This study concludes that mere technology is not as effective since integrating it into teaching approaches and providing students with interactive activities and collaboration can enhance their academic performance. The study recommended that blended learning must be incorporated and deployed in TVET colleges. Students and lecturers need additional training to support them to successfully employ blended learning. Lecturers must ensure all students comply with blended learning because technology drives almost all sectors, including Higher Education Institutions (HEIs).
Keywords: Academic writing, Blended learning applications, Distance Education, English Second Language, First-year Students, South Africa, online learning.