A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self-Efficacy among Student Teachers
Seif, L. (2022). A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self-Efficacy among Student Teachers. EKB Journal Management System, 120(4), 47-66. doi: 10.21608/maed.2022.288763
Leena Ahmed Nabil Mahmoud Seif. "A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self-Efficacy among Student Teachers". EKB Journal Management System, 120, 4, 2022, 47-66. doi: 10.21608/maed.2022.288763
Seif, L. (2022). 'A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self-Efficacy among Student Teachers', EKB Journal Management System, 120(4), pp. 47-66. doi: 10.21608/maed.2022.288763
Seif, L. A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self-Efficacy among Student Teachers. EKB Journal Management System, 2022; 120(4): 47-66. doi: 10.21608/maed.2022.288763

A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self-Efficacy among Student Teachers

مجلة کلية التربية بالمنصورة
Volume 120, Issue 4, October 2022, Page 47-66  XML PDF (706.94 K)
Document Type: مقالات أدبیة وتربویة
DOI: 10.21608/maed.2022.288763
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Author
Leena Ahmed Nabil Mahmoud Seif*
Abstract
Abstract:
This research aimed to study the effect of a blended learning program (BLP) through a process writing approach on improving 4th students’ Basic education student teachers at Faculty of Education, Mansoura University language skills. The participants of this research were (50) 4th students teachers. The research adopted the quasi-experimental design using two groups: an experimental group (n= 25) and a control one (n= 25). To collect data, the researcher used four instruments: an EFL writing skills questionnaire, an EFL writing skills test, an EFL writing skills scoring rubric, and self-efficacy questionnaire. The experimental group was taught through the blended learning program, while the control group was taught through the regular method of teaching. Research results revealed that there were statistically significant differences between the mean score of the experimental group and the control group in the EFL academic writing skills tests and self-efficacy scale in favor of the experimental group. Moreover, the effect size of blended learning program was found to be high. Thus, this research recommended using blended learning program as a useful strategy in teaching the four skills of the English language at different educational stages.
Keywords:  Blended learning program, Academic writing skills, Process writing Approach, Self-Efficacy
 
Keywords
A Blended Learning Program based on the Process writing Approach to Enhance EFL Academic Writing Skills and Self; Efficacy among Student Teachers
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