Enhancing Iraqi EFL Learners' Writing Proficiency via Blended Learning

Abstract

The purpose of this study is to determine whether students who received face-to-face instruction and those who receive blended learning differed significantly in their writing accuracy. Seventy Iraqi EFL learners with an intermediate proficiency level took part in the study for this reason. According to their Oxford Placement Test (OPT) results, they were between 18 to 32 years old, shared an L1 (Arabic), and were equally proficient in English. A control group (n = 35) and an experimental group (n = 35) were randomly allocated to them. Using a blended learning approach, the experimental group learned how to write a one-paragraph essay, whereas the control group received the same instruction in-person using a traditional teacher-centered method. Pre-test and post-test data were gathered, and paired sample t-tests and independent analysis were used to do the statistics. The outcomes demonstrated that, following the implementation of the blended learning technique, the mixed group did significantly better than the control group. Additionally, the results showed that students in the control group, who were taught via the traditional face-to-face teacher-centered method, made a slight improvement. The results have some ramifications for policymakers, EFL instructors, and content creators.