The Impact of the Blended Learning on EFL Learner’sWriting SKILLS

Abstract

In this quasi-experimental study, the researchers aimed to compare the impact of blended learning and traditional face-to-face instruction on the writing skills of university-level EFL students. Over a period of six weeks, a group of 23 participants was divided into two groups: the blended learning group and the traditional group. The blended learning group received online writing courses in addition to the traditional instruction, while the traditional group received only face-to-face instruction. A pretest, post-test, and survey were used to collect data on writing performance and perception towards blended learning. The results showed that the blended learning group outperformed the traditional group on the post-test and had more positive attitudes towards the writing activities. The study concludes that blended learning can enhance EFL students' writing skills and attitudes towards writing tasks by providing more opportunities to practice and improve writing skills. These findings suggest that integrating online writing activities into traditional face-to-face instruction provides insights for teachers and educators to adopt more effective teaching practices that can improve students' writing performance and engagement.