The effect of blended learning on Iraqi EFL students performance in composition writing

Abstract EN

Writing is one of the basic skills for communication and a significant component in the process of learning a second language In the English language, writing is the most difficult skill that students face in general and Iraqi students in particular.

The aim of this study is using blended learning on Iraqi EFL students’ performance in composition writing”.

Two hypotheses are posed which indicate that 1.

“There is; no statistically significant difference in the mean scores of the posttest between the experimental group that is taught; composition writing through using; the adopted; blended learning; and that of the control group that is taught composition writing according to the traditional method’.

2.

‘There is; no statistically significant; difference between the; mean scores of the experimental group in pretest and posttest ”.

This study was conducted for six weeks.

It was started on 22 of January and ended in 27 of March, 2019/ 2020it adopted a quasi-experimental design To ensure, the test validity and reliability, the test submitted, to experts in the field of ELT and linguistics..

The results have explained that there, is statistically significant in the performance of students in composition writing by using blended learning.

.At the end of the experiment, conclusions, and some recommendations has, put down.