Using blended self-regulated learning for developing EFL student teachers' creative writing skills and attitudes towards writing

Abstract EN

The study aimed to investigate the effectiveness of using blended self-regulated learning in developing student teachers' EFL creative writing skills and attitudes towards writing.

the design of the study was a mixed research methodology.

it combined both quantitative and qualitative methods of collecting data.

the participants of the study were forty (N=40) students enrolled in third-year English section at the faculty of education, Benha university, Egypt.

they were tested before and after the treatment.

they were taught through using blended self-regulated learning based program.

the instruments of the study included an EFL creative writing skills test, an EFL creative writing skills rubric, an EFL attitudes toward writing scale and a semi-structured interview.

results of the study revealed a statistically significant difference between the mean scores of the study participants in the pre and post administrations of the EFL creative writing skills and attitudes towards writing in favor of the post administrations.

these results were ascribed to blended self-regulated learning based program.