Comparative Study between Traditional and Online Blended Tea ching on Iraqi- Kurdistan Students’ Writing Skills

Habib  Soleimani; Parwana  Burhan Abdallah

doi:10.25098/7.2.25

Authors

Habib Soleimani University of Kurdistan, Sanandaj, Iran
Parwana Burhan Abdallah College of Education, Charmo University, Sulaimaniya, Iraq

DOI:

https://doi.org/10.25098/7.2.25

Keywords:

English Language, writing abilities, traditional teaching, blended teaching, online learning, EFL learners

Abstract

EFL students have been struggling with writing as it is a challenging chore, especially for those who are still learning the fundamentals of the English language. Therefore, this study explores the effects of both styles of online-blended and traditional teaching. As it investigates the two styles on improving the learners’ writing abilities in one of the high Schools in Kurdistan -Sulaymaniyah region. The purpose of this study is to find out and answer two research questions namely: Does blended teaching have any significant effect on improving EFL learners’ writing ability? 2. Is there a significant difference between achievements in writing of learners taught in blended versus traditional classrooms?

The researcher chose two groups of students of a high school, The groups were control and experimental, each one with different teaching style. This experiment took ten weeks. An OPT (Oxford Placement Test) was given to the students to establish the participants’ performances in English language. The findings revealed that the blended group (experimental) was more effective as improved the students’ writing skills through the instruments of pre-posttest.

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