The Effect of a Blended Learning Program on Enhancing Critical Writing Skills for Intermediate Stage

The Effect of a Blended Learning Program on Enhancing Critical Writing Skills for Intermediate Stage

By
Eman Alkotb Ali Ramadan
Teacher of English at Zanubeya Intermediate Girls’ School

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Abstract

Developing critical writing skills is a crucial challenge for EFL students, especially when traditional teaching methods fail to address individual learning needs. This study investigates the effectiveness of a blended learning program in enhancing critical writing skills among first intermediate students. A quasi-experimental design was used, involving 30 students from the Zanubeya Intermediate Girls’ School in Bahrain during the 2024/2025 academic year. The program combined traditional teaching methods with digital tools such as Microsoft Teams, OneNote, Sway, Flipgrid, Forms, Edpuzzle and OneDrive to enhance students’ ability to evaluate, reason, and present evidence-based opinions. The study utilized a pre-posttest design to measure improvements in overall performance and specific sub-skills. Results showed significant progress in the experimental group compared to the control group. The findings highlight the importance of blended learning approaches to foster self-regulation and provide engaging educational experiences. This study concludes that blended programs offer innovative pathways for improving critical writing skills in EFL classrooms.

Keywords: blended program, critical writing skills, EFL learners

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1. Introduction

Educational practices are evolving due to rapid advancements in information and communication technology (ICT) and globalization. Blended learning integrates traditional face-to-face teaching with digital tools, offering a balanced approach to enhance language skills. This study explores the application of blended learning in teaching critical writing skills to Intermediate stage students. Critical writing involves higher-order thinking, evaluation, and presenting evidence-based opinions, making it a challenging skill to develop. This research aims to address the difficulties students face by incorporating modern pedagogical techniques.

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2. Method

2.1. Procedure

The study followed a quasi-experimental design, focusing on first intermediate students at the Zanubeya Intermediate Girls’ School in Bahrain during the 2024/2025 academic year. The sample included 60 students divided into two groups: an experimental group receiving blended learning instruction and a control group taught using traditional methods. The experimental program utilized digital tools such as Microsoft Teams, OneNote, Flipgrid, Edpuzzle and OneDrive, alongside traditional classroom practices.

2.2. Measures

A pre-posttest design was used to evaluate the effectiveness of the program. The test assessed overall writing performance and specific sub-skills, including reasoning, evidence-based writing, and coherence. The tests were validated by a panel of experts to ensure reliability and relevance to critical writing objectives.

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3. Results

The results demonstrated significant improvement in critical writing skills among the experimental group compared to the control group. Students who participated in the blended learning program showed enhanced abilities in reasoning, structuring arguments, and reflecting on their writing. These findings indicate the effectiveness of integrating digital tools into the teaching process to foster critical thinking and self-regulated learning.

There is a significance difference between the mean scores of the experimental group and the control group.

Table 1: The t-Value to Signify the Difference between the Mean Scores of the Two Groups in the Post Administration

Writing Skill	Group	Mean	SD	t-Value	D.F.	Significance
Organizing Ideas Logically	Experimental	11.50	0.86	18.409	58	Significant at (0.01)
	Control	5.73	1.48
Sentence Structure and Grammar	Experimental	9.93	1.14	11.367	58	Significant at (0.01)
	Control	6.50	1.20
Punctuation	Experimental	10.17	0.79	15.111	58	Significant at (0.01)
	Control	6.83	0.91
Vocabulary Use	Experimental	10.20	0.81	14.566	58	Significant at (0.01)
	Control	7.83	0.38
Use of Transitional Phrases	Experimental	9.80	1.03	14.966	58	Significant at (0.01)
	Control	6.50	0.63
Overall Writing Skills	Experimental	51.60	3.09	22.168	58	Significant at (0.01)
	Control	33.40	3.27

      It is clear from Table 1 that the calculated t-values for all writing skills (Organizing Ideas Logically, Sentence Structure and Grammar, Punctuation, Vocabulary Use, and Use of Transitional Phrases) are higher than the tabulated t-value at 58 degrees of freedom and the significance level of 0.01. For instance, the overall t-value (22.168) for Overall Writing Skills indicates a substantial difference between the mean scores of the experimental group (51.60) and the control group (33.40).

      This demonstrates that the creative problem-solving strategy significantly improved the performance of the experimental group compared to the control group across all assessed writing skills. Thus, the hypothesis, which states that “There is a statistically significant difference between the mean scores of the two groups on the posttest after implementing the strategy,” was accepted.

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Table 2: The T-Value to Signify the Difference between the Mean Scores of the Two Administrations

Writing Skill	Paired differences		t-Value D.F.		Significance
	Mean	SD
Organizing Ideas Logically	5.40	1.50	19.73	29	Significant at (0.01)
Sentence Structure and Grammar	3.53	1.31	14.82	29	Significant at (0.01)
Punctuation	3.57	1.07	18.21	29	Significant at (0.01)
Vocabulary Use	3.83	1.18	17.84	29	Significant at (0.01)
Use of Transitional Phrases	3.23	1.17	15.20	29	Significant at (0.01)
Overall Writing Skills	19.57	3.65	29.40	29	Significant at (0.01)

The second hypothesis of this study was stated as follows:
“There is a statistically significant difference between the mean scores of each sub-skill of EFL writing skills on the pretest and posttest of the experimental group after using the creative problem-solving strategy.”

It is clear from Table 2 that the calculated t-values for all writing skills are significantly higher than the tabulated t-value at 29 degrees of freedom and the significance level of 0.01. For example, the t-value for Overall Writing Skills (29.40) is much greater than the critical value of 2.46. The mean difference of 19.57 in Overall Writing Skills between the pretest and posttest scores highlights a substantial improvement after the intervention.

Additionally, for individual skills, such as Organizing Ideas Logically (t = 19.73) and Sentence Structure and Grammar (t = 14.82), the significant improvement confirms the effectiveness of the creative problem-solving strategy in enhancing the experimental group’s writing performance. Therefore, the second hypothesis was accepted, confirming that the strategy positively impacted each sub-skill of writing.

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4. Tools

The tools used in the blended learning program included:

• Microsoft Teams: For synchronous learning activities and class discussions.
• OneNote: To organize materials and track student progress.
• Sway and Flipgrid: For interactive assignments and peer feedback.
• Forms: To assess student understanding through quizzes and surveys.
• OneDrive: For collaborative writing tasks and resource sharing.
• Edpuzzle: For article analysis and assess

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5. Procedures

The blended learning program was implemented over eight weeks and involved the following steps:

1. Orientation: Introducing students to the digital tools and explaining the program’s objectives.
2. Skill Development: Providing lessons on critical writing skills, including evaluating evidence, structuring arguments, and expressing opinions.
3. Practice and Reflection: Assigning interactive tasks, allowing students to practice independently and reflect on their progress.
4. Feedback and Assessment: Using digital platforms to provide feedback and track student improvement.

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6. Recommendations

Based on the study’s findings, the following recommendations are proposed:

1. Blended learning programs should be integrated into the curriculum to enhance writing skills.
2. Teachers should receive training on using digital tools effectively in the classroom.
3. Future research should explore the long-term impact of blended learning on other language skills.
4. Schools should invest in digital infrastructure to support blended learning initiatives.

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References

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