The effect of a suggested project-based blended learning program on developing university students' EFL writing skills and reducing their writing apprehension

Abstract EN

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.