A blended learning program based on the process writing approach to enhance EFL academic writing skills and self-efficacy among student teachers

Abstract EN

This research aimed to study the effect of a blended learning program (BLP) through a process writing approach on improving 4^th students' Basic education student teachers at Faculty of Education, Mansoura University language skills.

The participants of this research were (50) 4^th 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.