The Impact of Blended Learning on Writing Accuracy for Iraqi EFL Intermediate School Learners

Abstract

This research aimed to find out how blended learning affected the writing accuracy of intermediate Iraqi EFL learners. 70 intermediate EFL learners from Iraq took part in this study to achieve this goal. Based on the results of the Oxford Placement Test, they were between the ages of 18 and 32, had Arabic as their first language, and had the same level of English proficiency (OPT). They were divided into the experimental group (n=35) and the control group (n=35) at random. The control group received the identical instruction using a face-to-face, traditional teacher-centered approach while the experimental group received it using a blended learning approach. Pre- and post-testing was used to obtain the data, which was then analyzed using paired sample t-tests and independent sample T-tests. The results showed that, in the pre-test, the mean of the control group was more than the experimental group but the difference was not significant. The experimental group, nevertheless, significantly outperformed the control group after using the blended learning strategy. The findings have some implications for EFL teachers, materials developers, and policymakers.