LAUSR

Abstract Despite research on the effects of BL on English writing, there remains a gap in understanding the factors affecting students’ acceptance of blended learning (BL) for English writing, especially examining the mediating roles of self-efficacy and writing performance. In response, the study was designed on Bandura’s social cognitive learning theory and Venkatesh et al.’s unified theory of acceptance and use of technology (UTAUT2) and conducted with 148 students studying EFL writing at a university in Vietnam. The findings show that students’ acceptance of BL is influenced mainly by their behavioural intention to use BL, which plays a central role in determining behaviour of BL, far more than by self-efficacy or writing. performance. Additionally, among the core constructs of UTAUT2, performance expectancy and effort expectancy contribute largely to forming attitude to use BL, which mainly predicts behavioural intention to use BL, self-efficacy, and writing performance. Self-efficacy and writing performance also impact the entire model positively, indicating that students with better academic achievements or higher self-efficacy tend to accept BL more. Finally, the validated systems information helps generate crucial discussions and implications on optimally increasing students’ acceptance of BL and appropriately personalising the BL environment for EFL writing. Impact Statement Blended learning (BL) has become an integral part of modern education, combining face-to-face instruction with online learning to enhance accessibility and engagement. This study explores the factors influencing English as a Foreign Language (EFL) students’ acceptance of BL for writing, particularly focusing on the roles of self-efficacy and writing performance. By analysing the experiences of university students in Vietnam, the research highlights that students’ attitudes towards BL, their belief in their writing abilities, and their actual writing performance significantly impact their willingness to engage with BL environments. The findings suggest that improving students’ confidence and academic achievements can enhance their acceptance of BL, which has important implications for educators and policymakers aiming to personalise BL environments and optimise digital learning strategies. This study contributes to the broader discussion on how technology can be effectively integrated into language education to foster student success and engagement.