The Effect of Blended Learning on EFL Learners ‘Academic Writing Abilities: The Case of Third-Year LMD Students, University of Tlemcen

Abstract

Mastering language skills is a key to effective teaching. Consequently, educators keep on looking for new and innovative teaching methods that can enhance the four language skills. Writing is one of the important pillars of language learning and one of the most important interests and interests of teachers and students. Due to the lack of opportunities to write in the classroom, learning how to write is one of the difficult things that most learners of English as a foreign language struggle to acquire. Accordingly, this work suggests blended learning as a teaching approach that can be implemented to facilitate writing and provide more opportunities. Blended learning is classified as the best of worlds, online learning and face-to-face learning. The purpose of this study is to examine the effect of blended learning on EFL learners' academic writing abilities and investigate how students and teachers view its application. The current study hypothesizes that incorporating blended learning into EFL classes enhances students' writing abilities and increase their motivation. At Tlemcen's Abou Bakr Belkaid University, a case study was carried out to investigate this hypothesis. Four teachers were chosen for an interview, and 19 students filled out a questionnaire. There was a combination of qualitative and quantitative analysis. The findings revealed that both teachers and students hold positive attitudes towards the use of blended learning. The questionnaire's results supported students' beliefs that blended learning give them more writing chances, enabling them to study on their own and improving the effectiveness of the learning process. This work emphasizes the effect of blended learning on the educational system and student production.