The impact of blended learning in developing students’ writing skills: Hawassa University in focus

Abstract

The objectives of this study were to examine the impact of blended learning in developing English writing performance of first year students and to determine the level of computer attitudes of English language instructors towards using blended learning approach to teach English writing. The research design of the study was quasi-experimental research. The experimental group were taught using blended learning instruction while the control group were taught using traditional lecture method. A sample of 80 students (48 male, 32 female) and 50 English language instructors (40 male, 10 female) was selected. The pre-test and posttest were used as instruments for data collection for students whereas questionnaire and FGD were used for data collection for instructors. Students’ test scores were analyzed using ANCOVA procedure. The instructors’ questionnaire data were analyzed using descriptive statistics, whereas FGD outcomes were qualitatively evaluated. A statistically significant difference was observed between the groups in posttest scores of writing course (F= 275.22, df = 1,77, p < 0.01). Conclusion is that students of experimental group performed better in writing skills course than students of control group. Instructors’ attitudes towards computers were positive but their actual use of computers was moderate. Finally, it was recommended among others that university instructors should willingly restructure their programs, courses and assessment procedures to host BL and that the academic officials provide for the appropriate staff training and technical infrastructure for the implementation of BL.

Keywords: Blended learning, quasi-experimental research design, instructional technology, online teaching, face-to-face teaching, computer assisted language learning, English writing skills.