The Effect of a Suggested Project-Based Blended Learning Program on Developing University Students' EFL Writing Skills and Reducing their Writing Apprehension | ||||
| مجلة کلية التربية فى العلوم التربوية | ||||
| Article 26, Volume 46, Issue 1, January 2022, Page 91-136 PDF (1 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfees.2022.240157 | ||||
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| Author | ||||
| Hoda Ali Ali | ||||
| Abstract | ||||
| This study aimed at exploring the impact of a suggested project-based blended learning program on improving EFL Mass Communication students' writing skills and decreasing their writing apprehension. The participants of this study were (50) third-year Mass Communication students enrolled in the journalism section at Ahram Canadian University. The study employed the quasi-treatment design using two equal groups randomly assigned to the treatment and control groups. To collect data, three instruments were developed and validated; an EFL writing skills test, an EFL writing skills scoring rubric, and a writing apprehension test. They were administered as a pre- post-test for both groups before and after the eight weeks training program. The treatment group received the suggested project-based blended learning program treatment, while the control group followed their regular method of teaching writing. Results revealed that the project-based blended learning program effectively developed the treatment group's EFL writing skills and reduced their writing apprehension. Therefore, this research recommended that project-based blended learning should be incorporated into language pedagogy programs at different educational stages. | ||||
| Keywords | ||||
| Project-based learning; blended learning; EFL Writing Skills; Writing Apprehension | ||||
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