Using a blended learning strategy to enhance official language prep school students' English creative writing skills

Abstract EN

The aim of this study was to investigate the effectiveness of a blended leaning program on enhancing official language prep school students' English creative writing skills.

Based on reviewing the literature review and the previous related studies, the researcher investigated the theoretical framework of blended learning and creative writing skills.

The research instruments included a list of creative writing skills, a pre-post writing test, an analytical creative writing skills rubric, a satisfaction questionnaire and a reflection report.

Also, a blended learning program based on creative writing skills was designed.

A whole class of twenty-four 3rd.

prep graders from Nile official school for languages in Bani Suef was assigned to be one experimental group which received training through the blended learning program.

The pre and posttests in the creative writing skills were statistically analyzed using T-Test and the effect size was calculated.

Also, the satisfaction questionnaire was administered to collect the qualitative data about the program impact and the students' feedback.

The reflection report was administered with an external teacher who acted as an observer or a second eye for objective evaluation.

Both the quantitative and qualitative data about the program showed that there were statistically significant differences between the pre and post test results in favor of the later.

Simultaneously, there were significant differences among all the students' results as individuals.

Finally, it was concluded that blended learning paradigm had a magnificent effectiveness in enhancing not only the students' creative writing skills particularly in memoir writing, but also in substantiating the social and cognitive skills among students.

It is worthy to mention that blended learning could refresh the atmosphere of learning and increase the students' motivation and cooperation.