THE IMPACT OF BLENDED LEARNING ON TEACHING L2 ACADEMIC WRITING SKILLS AT UNDERGRADUATE LEVEL IN PAKISTAN

Abstract

This research investigates the impact of face-to-face and blended instructions on the English writing proficiency of the undergraduate students of Government Post-Graduate College Faisalabad. Sixty students were divided into two groups as convenience sampling: The experimental group was made up of thirty students while the control group comprised a similar number. The students in the control group were taught using traditional methods of teaching the students in the experimental group used online classes and technology integrated classrooms. The pre- and post- tests for both groups involved sample IELTS writing tests in order to determine the improvement of students’ writing skills. Furthermore, using a feedback form, basic qualitative information concerning the student experience and point of view was gathered. Data analysis was performed using the SPSS software version 2021 and independent sample t-test for the comparison of the groups. The study results revealed a positive effect of using online classes, face-to-face classes and enhanced techniques in teaching writing in the experimental group than in the control group as a result of the obtained p-value. Looking at the feedback questionnaire it was found that majority of the students appreciated when online resources were used to help them with their grammar and writing style. From the analysis of the results, the study concludes that instruction in blended learning is better than face-to-face instructions in teaching English writing skills to undergraduate students.