INVESTIGATING THE IMPACT OF BLENDED LEARNING ON KURDISH EFL LEARNERS’ WRITING SKILL AT KURDISTAN UNIVERSITIES

MOHAMMED HUSSEIN  MOHAMMED; HIMDAD A.  MUHAMMAD

doi:10.26682/hjuod.2023.26.1.6

MOHAMMED HUSSEIN MOHAMMED Dept. of English Language, Faculty of Arts, Soran University, Kurdistan Region-Iraq
HIMDAD A. MUHAMMAD Dept. of English Language, College of Basic Education, Salahaddin Univesity, Kurdistan Region-Iraq

DOI: https://doi.org/10.26682/hjuod.2023.26.1.6

Keywords: Blended Learning, Learners’ Performance, Traditional Learning, Writing skill

Abstract

The current paper aims to examine the effect of Blended Learning on learners’ writing skills. Experts such as Jones and Sharma (2021) define Blended Learning as a method of education that enables the academic staff, including learners, to teach and learn through online platforms and traditional classes. The paper compares students’ written performance in traditional and blended classes. Regarding the samples of the study, 181 second-year students were selected from Soran and Salahadin Universities- in the academic year 2021-2022. For data collection, the study has used the quasi-experimental method in which two groups of study are included; the control group, who received the traditional method, and the experimental group who received the blended method. The findings of the study show that the students who received instructions through the blended method performed better than those who studied the traditional method. However, the traditional learning method was more effective in specific skills, such as recognition skills, than the blended learning method

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