Education Journal

2013; 2(6): 208-221

Published online October 20, 2013 (http://www.sciencepublishinggroup.com/j/edu)
doi: 10.11648/j.edu.20130206.12

The effectiveness of a blended learning program on

developing Palestinian tenth graders' English writing
skills
Awad Soliman Keshta1, Ismail Ibrahim Harb2
1
College of Education, the Islamic University of Gaza (IUG), Palestine
2
Ministry of Education, Gaza, Palestine

Email address:
[email protected](A. S. Keshta), [email protected](I. I. Harb)

To cite this article:

Awad Soliman Keshta, Ismail Ibrahim Harb. The Effectiveness of a Blended Learning Program on Developing Palestinian Tenth
Graders' English Writing Skills. Education Journal. Vol. 2, No. 6, 2013, pp. 208-221. doi: 10.11648/j.edu.20130206.12

Abstract: This study aimed at investigating the effectiveness of using a blended learning program on developing
Palestinian tenth graders’ English writing skills. To achieve the study aims, the researchers designed a writing achievement
test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah
Directorate of Education 2012-2013. The blended learning program was used in teaching the experimental group (20)
students, while the traditional method was used with the control one (20) students in the second term of the school year
(2012-2013). The experiment lasted for eight weeks. The study findings revealed that there were significant differences at (α
≤0.05) in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were
statistically significant differences at (α ≤0.05) in the participants' achievement level before and after implementing the
blended program in favor of the post-application. This was attributed to the blended learning program in teaching writing. In
the light of the study results, the researcher recommended that education stakeholders should adopt the blend in teaching
English, hold educational courses and workshops for teachers in employing blended learning to enrich the teaching learning
process, create effective learning environment that enhances self- learning and develops students' achievement level.

Keywords: Blended Learning, Effectiveness, Writing Skills

Blended learning is natural evolution of e-learning

1. Introduction towards a complete program of various multimedia applied
Writing is necessary in everyday life, in business, in in an ideal way to solve problems, taking into account the
creativity, and in scholarly pursuits. Additionally, Carroll individual differences and achieving a distinguished
(1990: 1) asserts that writing is the most important invention teaching. It is considered one of the modern trends based
in human history because it provides relatively permanent upon employing information technology in designing new
record of information, opinions, beliefs, feelings, arguments, learning situations which increase active learning and
explanation and theories. It allows us to share our learner-centered strategies. Blended learning combines the
communication not only with our contemporaries, but also advantages of face-to-face and e-learning to satisfy
with future generations. It permits people from the near and individual differences (Bersin and Associate, 2003). Bonk
far distant past to speak to us. It is vital for teachers to and Graham (2006: 3-5) points out that blended learning is
employ effective methods of teaching that enhance students' not just about using technology because it is available;
ability to communicate ideas and feelings via writing. blended learning is about finding better ways of supporting
Online learning provides major benefits to both students and students in achieving the learning objectives and providing
teachers. The benefits include convenience, time and them with the best possible learning and teaching
geographic flexibility (Bates, 2000). Delacey, and Leonard experiences, as well as supporting teachers in their role
(2002), Rossett, Douglis, and Frazee (2003) have proved the (including the management and administration of courses).
existence of several problems facing e-learning: e-learning The above mentioned viewpoints and discussions support
programs cost a lot; students who learned electronically are developing teaching approach to develop writing skills and
less efficient in expressing their ideas. highlight the importance of blending various multi-media
 Education Journal 2013; 2(6): 208-221 209

with face-to-face. language employs different syntax and vocabulary. It uses

complex rather than simple clauses, a greater variety of
1.1. Statement of the Problem clause types, more specific vocabulary, more complex verb
The researchers have observed students’ low achievement phrases and tenses and more devices. According to Dixon,
in writing skills in achievement tests. Although our students (1986), Haring, (1994) and Johnstone et al., (2002) writing
have good access to modern technologies, they do not make is not limited to using orthographic symbols, according to a
use of them in their learning in general and English learning certain purpose. It also requires selecting and organizing
in particular. Hence, the researchers believe in the experience according to a particular purpose.
importance of using blended learning program in developing 3.1.2. Teaching Writing
students' writing, where the use of various multi-media Harmer (2001: 79-84) explains four reasons for teaching
could help students employ writing skills into daily writing writing to students of English as a foreign language. They
tasks such as emails to a friend, posting or sharing ideas are reinforcement, language development, learning style and
through texts or short paragraphs which may assist students writing as a skill:1- Reinforcement: some students acquire
become more effective communicators through writing languages in an oral /aural way; others get benefit from
1.2. Research Questions seeing the language written down. The visual demonstration
of language construction is invaluable for both
In the light of the study problem, the following questions understanding and memory". It is useful for students to write
emerged: the new language shortly after studying it. 2- Language
1. Are there differences in the achievement level in development: the process of writing is different from the
writing skills in the post test between the students of the process of speaking; the former helps us to learn as we go
experimental group (blended learning) and their along. "The mental activity of constructing proper written
counterparts of the control group? texts is part of the ongoing learning experiences". 3-
2. Are there differences in the achievement level in Learning style: some students are quick at acquiring
writing skills between the students of the experimental language just by looking and listening. Others may take
group (blended learning) in the pre-post test? longer time to spend in producing language in a slower way,
thus making writing appropriate for those learners. 4-
1.3. Purpose of the Study Writing as a skill: the most essential reason for teaching
The current study aimed at investigating the effectiveness writing is that it is a basic language skill like speaking,
of the blended learning program on developing and retention listening and reading. Students need to know how to write
of Palestinian tenth graders' English writing skills. letters, compositions, essays, reports, and how to use
writing's conventions.

2. Literature Review 2.1.3. The Principles of Teaching Writing

Tang (2006) applies some principles for developing
2.1. Writing writing skills in teaching writing and how they can be
According to Chastain (1988: 244) "Writing is a basic applied in a Chinese ESL classroom: 1-Raise students`
communication skill and a unique asset in the process of awareness: Students should be helped to see the role of
learning a second language" while Sokolik, (2003) describes writing in language learning. 2- Students have ideas:
writing as the mental work, which involves inventing ideas, Students have not only the exposition of ideas, but also the
thinking about how to express them, and organizing them working out of ideas". It is teachers` responsibility to help
into sentences and paragraphs that will be clear to readers. In students analyze their own ideas through teaching. 3- Read
describing writing, Olshtain, (2001), and Reid, (2002) point to write: Writing does not exist alone. Before a leaner starts
out that it is the process of documenting thoughts and to write, he/she needs to read so as to learn the language and
experiences. It is viewed as a communicative social activity get familiar with certain patterns or rhetorical structures. 4-
through which one can communicate a variety of messages Teach process writing: Process writing is characterized by
to a close or distant, known or unknown reader(s). the awareness of the writer of the writing process and the
intervention of a teacher or peers at any time during the
2.1.1. The Nature of Writing process of writing to improve writing skills instead of fixing
Writing is not merely putting down word after word to mistakes. This approach aims at enabling students to share
form a sentence or writing one sentence beside the other to information, make personal choices about reading and
form a paragraph. The difficulty lies in generating and writing, take the responsibility of their own learning task,
organizing ideas as well as in translating these ideas in take writing as process, and develop cooperation. 5- Create a
writing in English Language (EFL Writing) into coherent, learner-centered classroom in active communication:
accurate, informative and readable text (Richards and Basically, writing is a verbal communication. The view that
Renandya, 2005). Writing is not always spoken words put writing is a verbal communication finds the strongest
onto paper. Richards (2003) explains the difference between support in Bakhtin`s dialogic theory of language. It implies
written language and spoken discourse saying that written the interactive nature of writing.
210 Awad Soliman Keshta et al.: The Effectiveness of a Blended Learning Program on
Developing Palestinian Tenth Graders' English Writing Skills

2.1.4. Writing Skills 2.1.6. Mechanics of Writing

Palmer (1986) analyzes the skills attached to writing Mechanics of writing is a writing sub-skill. Norman et al.
under five headings: (2005) define it as "the sub-skill that includes such things as
A) Graphical or visual skills: punctuation, spelling, abbreviations, acronyms …etc ".
1. Writing graphemes (letters of the alphabet). Similarly, Sun (2003) simply states that mechanics of
2. Spelling. writing specifies the established conventions for words that
3. Punctuation and capitalization. one uses in his / her documentation. These conventions
4. Format (such as the layout of a letter or a shopping list). include capitalization, contractions, gerunds, participles,
B) Grammatical skills: These refer to the pupils' ability to numbers, numerals, pronouns, technical abbreviations,
use a variety of sentence patterns and constructions acronyms, units of measurement and punctuation marks.
successfully.
C) Expressive or stylistic skills: They include the pupils' 2.1.6.1. Punctuation
ability to express precise meanings through various styles. Angelillo, (2002) points out that punctuation marks are
D) Rhetorical skills: They refer to the pupils' ability to use one of the components of writing mechanics. These marks
linguistic cohesive devices. The elements of rhetoric were are divided into internal marks – referring to the punctuation
treated under five headings: invention, arrangement, diction, marks within the sentence – and end marks – which are used
memory, and delivery. at the end of a sentence or a question. Another classification
E) Organizational skills: These are skills concerned with of punctuation marks by Sun, (2003) divides them into
organizing pieces of information into paragraphs and texts. marks within the word like apostrophes and hyphens, marks
This involves the sequencing of ideas and the avoidance of between words and end marks. Incorrect punctuation may
irrelevant information. create document noise and confusion. Knowing where to
punctuate and why contributes to accurate editing.
2.1.5. Writing as a Process
Min and Li (2007: 42) emphasize that "Process writing is 2.1.6.2. Capitalization
learning how to write by writing." This current emphasis in King (2003) regards capital letters as a form of
writing instruction focuses on the process of creating writing punctuation in that they help guide the eye and mind through
rather than the end product. The basic premise of process a text. He adds that the common usages of capital letters to
writing is that all learners can write and the focus here is on start sentences and surnames are clear enough; however, a
creating quality content and learning the genres of writing. good deal of mystery surrounds the use of capitals in some
Johnstone et al. (2002) assure that writing is an interactive other areas of writing.
process involving the following elements: 2.1.6.3. Coherence and Cohesion
1. The writer's long-term memory: This includes Coherence is very essential in enabling the reader to
knowledge of topic, audience and writing plans developed follow the flow of ideas and the intended meaning of the
through previous experience. writer. Richards, (1990) supports the effectiveness of
2. The task environment: It involves the specific rhetorical coherence as an important quality of effective writing.
problem the writer encounters (e.g. topic and audience). Gebhardt & Rodrigues (1989: 81-83) point out the
3. The writing processes: These involve planning, importance of coherence in making ideas stick together
translating, reviewing and monitoring sub-processes. where each sentence should relate to the proceeding and
Interaction between these elements is important for following sentences. They mention four tools that enhance
developing writing skills. For example, writers whose coherence:
long-term memory is updated in a rich meaningful task 1. Repetition of words, ideas, phrases …etc.
environment are likely to develop better writing skills. 2. Synonyms.
Lindsay and Knight (2006: 94-95) break down the writing 3. Pronoun reference.
process into three stages: 4. Transitional markers
1- Preparation: Think about the reader, consider why we Many researchers agree that cohesion, on the macro level
are writing, think about the content, and decide the is related to linking ideas whereas on the micro level, it is
appropriate layout and style. concerned with connecting sentences and phrases. Cohesion
2- Drafting: Put our ideas together in a draft form. This is refers to the explicit linguistic devices that link the sentences
probably all we need for things like shopping lists and in a text. These cohesive devices include reference,
memos. Gebhardt and Rodrigues (1989: 45) indicate that substitution, ellipsis, conjunction and lexical cohesion
drafting and redrafting can be done several times during (Halliday & Hasan, 1985), and since they are manifested at
writing process. the surface level of a text, cohesion should be relatively
3-Editing and Rewriting: Write several times so that the straightforward to identify.
text is coherent and clear.
The researchers believe that EFL learner need more 2.2. Blended Learning
practice in order to focus on these stages and thus develop
their writing skill. The North American Council for Online Learning
(NACOL, 2008: 5-10) defines the blended learning setting
 Education Journal 2013; 2(6): 208-221 211

as the combination of online delivery of content with the (Kendall, 2001) and;
best features of classroom interaction and live instruction to 6. Fostering communication and closeness among students
personalize learning, allow thoughtful reflection, and and tutors (Joliffe, Ritter, and Stevens, 2001 as cited in
differentiate instruction from student to student across a Wood, 2009).
diverse group of learners.
2.2.2. Characteristics of Blended Learning
2.2.1. Blended Learning Environment Huang, Zhou and Wang (2006) assume that blended
Blended learning is the natural progress of e-learning learning has three characteristics. The first is flexibility of
towards a complete program of various multi-media and providing learning resources. The second is support of
applying it in an ideal way to solve problems. Blended learning diversity. As learners are diverse in terms of
learning, as mentioned above, blends both e-learning and learning styles, learning proficiency, as well as learning
face-to-face learning. Figure (1) depicts the rapid growth of ability, blended learning can come to the rescue by making it
distributed learning environments and its convergence with possible for individualized learning and self-regulated
face-to-face learning environments. The intersection of the learning to happen. The third is enrichment of e-learning
two archetypes depicts where blended learning systems are experience. From the faculty’s perspective, blended learning
emerging (Graham, 2004: 6) can enable them to improve their existing teaching practices.
According to Al Fiky (2011: 23-24), blended learning
redesigns the educational model with these characteristics:
1. Moving form lectures to student centered learning.
2. Maximizing teacher-student, student-student,
student-content, student-outside resources
interaction.
3. Integrated evaluation techniques for teachers and
students.
4. Broaden the spaces and opportunities available for
learning. (Bath and Bourke, 2010: 1);
5. Support course management activities (e.g.,
communication, assessment submission, marking
and feedback).
Figure 1. Progressive convergence of traditional face-to-face and
6. Support the provision of information and resources to
distributed environments allowing development of blended learning students.
systems
2.2.3. Levels of Blended Learning
Blended learning environment which is regarded as a type As pointed out by Graham (2004: 10-12), blended
of distance education integrates the advantages of distance learning can occur at different levels, such as the student
education with the effective aspects of traditional education, activity level, course level, program level, and institutional
such as face-to-face interaction. In contrast to classical level. Students at different levels of their university studies
learning environment which poses restrictions on place and need a teacher to support their learning activities, but in all
time, e-learning provides an environment where the learners levels the teacher should soon draw back and emphasize
can study regardless of time and place restrictions. The student’s self-regulation in learning. Al Fiky (2011: 42-45)
factors such as learners’ individual differences, personal classified it according to its nature, quality and the degree of
characteristics and learning styles have significant impacts blend to four categories:
on the learning environment. For instance, the learners who 1. Component level: This depends on the combination
have difficulty in establishing communication in the between several information transfer media and the
classroom environment find it easier to communicate in the learning content to form a whole which consists of
electronic environment. It is obvious that the weaknesses several separated components that differ according to
and strengths of online environment and the weaknesses and the learners' nature and available traditional or
strengths of face-to-face education integrate in blended electronic learning resources.
learning (Finn & Bucceri, 2004). Assuming such an 2. Integrated level: It is integration among different
environment results in: elements of the electronic learning based upon the
1. Students' having more control over their learning internet. Each component supports other components
(Hooper, 1992, Saunders and Klemming, 2003); and evaluation is one of these integrated components
2. Increasing social competencies. to measure the learners' ability to perform the
3. Improving student morale and overall satisfaction . assigned learning tasks.
4. Enhancing information skills acquisition and student 3. Collaborative level: It is based on blend between the
achievement teacher (as a guide) and the co-operative learning
5. Respecting differences in learning style and pace groups in the traditional classroom or the
collaborative learning groups on the internet.
212 Awad Soliman Keshta et al.: The Effectiveness of a Blended Learning Program on
Developing Palestinian Tenth Graders' English Writing Skills

4. Expansive level: The blend between traditional 2.2.6. Factors Influencing the Application of Blended
classroom learning and offline electronic learning Learning
resources (email, electronic documents and books, A number of factors affect the use of blended learning in
programs) language courses:
1. Teachers' and learners' attitudes; positive, negative or
2.2.4. Elements and Design of Blended Learning neutral.
Blended learning designs differ according to the elements 2. Learner's level may influence the technology to be
that are blended, the percentage of these elements in the used and how it is used.
course credit, and the objectives of the courses. 3. The training the teacher has got about employing
2.2.5. Models of Blended Learning technology inside the class.
There are several models like Khan's Octagonal 4. Teachers' and learners' access to technology
Framework, Huang, Al-Jazar …etc. Al-Jazar model incorporating it in the courses.
consists of five phases; study and analysis, design, 5. Cost of supported materials. (Sharma and Barrett,
production, evaluation and usage as clarified in Figure (2). 2007: 12-13)
(Al-Jazar, 2002): 2.2.7. Blended Learning Design Process
The selection, organization and primary presentation of
course content, as well as the design and development of
learning activities and assessment, is a pivotal responsibility
for the instructor (Billigmeier, 2011). Bath and Bourke,
(2010) describe a five phase design for blended learning as a
systematic approach, starting with:
1. Planning for integrating blended learning into your
course, followed by;
2. Designing and developing blended learning elements;
3. Implementing the blended learning design;
4. Reviewing (evaluating) the effectiveness of your
blended learning design, and;
5. Planning for the next delivery of your course then
involves improving the blended learning experience for both
staff and students.

2.2.8. Advantages of Blended Learning

Osguthorpe and Graham (2003) identify six reasons why
one might choose to design or use a blended learning system:
(1) pedagogical richness, (2) access to knowledge, (3) social
interaction, (4) personal agency, (5) cost effectiveness, and
(6) ease of revision. Graham and Robinson (2007) add three
Figure 2. Al-Jazar Model: Designing and Producing Multimedia other reasons that encourage people to select the blended
Interactive Programs learning approach i.e. improved pedagogy, increased access,
and flexibility.
The researchers adopted Al-Jazar model for the blended Al Fiky (2011: 24-26) summarizes the benefits of blended
learning program following all the five phases; analyzing leaning as follows:
learners', educational needs and resources, program design, 1. Increasing students' interaction and participation.
producing the required media and facilities, evaluating the 2. Developing students' learning and performance.
program and finally implementing the program with 3. Affecting teachers' approaches of other subjects.
on-going assessment and evaluation. 4. Developing independent learners, a source of instant
feedback, time saving and motivation to learners
Reasons for Choosing Al-Jazar Model
(Sharma and Barrett, 2007: 10-12);
1. The model has a lot of educational applications in
5. Increasing student learning outcomes and reduce
the Arab World, which proves its reliability.
instructional delivery costs. (Dziuban, Hartman and
2. It follows the scientific approach of thinking.
Moskal, 2004) and;
3. It has logical sequence from analyzing learners'
6. Maximizing classroom space and/or reduce the
characteristics as well as needs and tries to find
number of overcrowded classrooms. Gould (2003:
appropriate solutions that satisfy them.
55);
4. Sub-stages are organized systematically.
7. Allowing institutions to offer more classes at peak
5. It covers all the teaching learning events.
demand times of the day, thus maximizing the scant
6. Its suitability to novice designers.
resources by increasing flexibility in scheduling.
 Education Journal 2013; 2(6): 208-221 213

8. Reducing paper and photocopying costs. In hybrid students who learned by using the electronic blended
courses, all course documents, including syllabi, learning, and the control group of students who learned by
lecture notes, assignment sheets and other hard copy using the traditional method in post-application of the
handouts, are easily accessible to the students on the achievement test at the " recognition ", "comprehension" and
course web site. "application" level in favor of the experimental group.
A lot of studies confirmed those advantages of blended
learning. For example, Oblender's (2002) study revealed that Sayed (2012)
blended learning increased the percentage of students' This study investigated the effect of the electronic
punctuality in the daily attendance to 99% from the students portfolio on developing the English language writing skills
in general. While a study conducted by Gamble (2005) for second grade preparatory school students. The sample
proved that blended learning led to expanding and was (60 students) selected from Nader El-Riyadh
improving students' learning experiences, and the results of Preparatory School. They were divided into two groups:
Milheim's study (2006) revealed some of the advantages of control (30 students) and experimental (30 students). The
blended learning like; Immediate feedback for students, students of the experimental group practiced writing on a
face-to-face interaction with the teacher during learning, and website under the teacher's guidance and feedback. A post
the flexibility of handling different content subjects writing test was administered to collect data. The results
according to the available circumstances. showed there was a statistically significant difference
2.2.9. Challenges Facing Blended Learning between the mean scores of the experimental group and the
The application of blended learning revealed some of the control group at the (0.0 1) level in favor of the experimental
difficulties and challenges which might affect the quality of group’s mean score. It was concluded that the electronic
teaching and learning and hinders the expansion of using it portfolio had a large effect on the writing skills of second
in a wide range in the teaching. Hofmann (2011) describes a year preparatory school students.
variety of technical, organizational, and design challenges Kocoglu, Ozek and Kesli (2011)
facing blended learning:
1. Ensuring participants' ability to use technology This study examined the effectiveness of a blended
successfully. learning approach for a teacher training program designed
2. Overcoming the idea that blended is not as effective as for in-service English language teachers, compared with a
traditional teaching. face-to-face Program in English Language teaching. The
3. Managing and monitoring participant progress. research involved 39 in-service English language teachers,
4. Matching the best delivery medium to the performance with 12 studying in a blended course (i.e., they received
objective. face-to-face instruction in the classroom and used
5. Keeping online offerings interactive rather than just web-based materials) and 27 in a traditional classroom. The
“talking at” participants. study followed a quasi-experimental study with a
6. Some adults experience some computer-related phobia non-equivalent groups design. To collect data from the study
(Saade and Kira, 2009) and; sample, the researchers used Teaching Knowledge Test
7. Frustration, confusion, anger, anxiety and similar (TKT), final course grades (assignments, exams, projects
emotional states which may be associated with the and quizzes), and a feedback questionnaire. Results
interaction can adversely affect productivity, learning, social indicated that there was no difference in content knowledge
relationships and overall well-being. acquisition between teachers receiving blended instruction
and teachers receiving face-to-face instruction.
3. Previous Studies Shih (2011)
Al-Masry (2012) This study investigated the effect of integrating
This study investigated the effectiveness of using "Facebook" and peer assessment with college English
electronic blended learning in teaching a unit in English writing class instruction through a blended teaching
course at the cognitive levels (recognition , approach. The subjects were 23 first-year students majoring
comprehension, and application) by second year secondary in English at a technological university in Taiwan
female students in Makkah. The quasi-experimental participating in an 18 week English writing class. Both
approach was used. The study population was all (156) quantitative and qualitative approaches were employed in
female students in the second secondary school in the study. Research instruments included pre-test and
Makkah. The study sample was (56) students, divided into post-test of English writing skills, a self-developed survey
two groups: an experimental group of (31) students, and a questionnaire, and in-depth student interviews. The findings
control of (25) students. An achievement test prepared by suggested that incorporating peer assessment using "Face
the researcher was used to collect data. The results book" in learning English writing can be interesting and
concluded there were statistically significant differences at effective for college-level English writing classes. Students
(0.05) level between the average test scores of the group of can improve their English writing skills and knowledge not
214 Awad Soliman Keshta et al.: The Effectiveness of a Blended Learning Program on
Developing Palestinian Tenth Graders' English Writing Skills

only from the in-class instruction but also from cooperative as an alternative for completely face-to-face or on-line
learning. In addition, this "Face book" integrated instruction learning.
can significantly enhance students' interest and motivation.
Kaoud (2007) 4. Methodology
This study examined the effectiveness of internet blended This study aimed at investigating the effectiveness of
discussion group on developing some composition writing using a blended learning program on developing and
skills of first year secondary school students, namely retention of Palestinian tenth graders’ English writing skills.
language use skill (structure) and the writing mechanics 4.1. Research Design
(punctuation, capitalization, spelling and paragraphing). For
this purpose (60) EFL students enrolled in the old secondary The researchers adopted the quasi experimental approach.
school for girls in Kafr El-Sheikh city were randomly Two groups were assigned as the participants of the study;
selected and randomly assigned to two groups; one control the experimental group, and the control group. The research
and the other experimental. The experimental group was includes three variables; the first variable is blended learning
taught using the internet discussion, whereas the control program, the second variable is writing skills, the third
group adopted the traditional method to the teaching of variable is writing skills retention. The experimental group
composition. A composition writing skills pre-post test was was taught writing via blended learning, while the control
used to collect data. Results revealed there were statistically group was taught via the traditional method. The experiment
significant differences at (0.05) level between the average lasted for eight weeks. Both groups were taught by the same
test scores of the group of students who learned by using teacher.
the internet blended discussion, and the control group of
students who learned by using the traditional method in 4.1.1. Population of the Study
favor of the experimental group. The population of the study consists of all tenth graders at
the governmental schools in the Rafah Directorate enrolled
Al-Jarf (2004) in the second semester of the school year (2012-2013) who
count ( 1774) according to Ministry of Education records.
This study tried to find out whether there were significant
differences in achievement between 4.1.2. Sample of the Study
English-as-a-foreign-language (EFL) freshman students The sample of the study consisted of (40) students
exposed to traditional in-class writing instruction depending distributed into two groups; one experimental group consists
on the textbook only, and those exposed to a combination of of (20) students and one control group includes (20) students.
traditional in-class instruction and Web-based instruction in The sample of the study was randomly chosen and
writing. The study sample consisted of 113 EFL freshman distributed from the tenth grade classes in Shohada' Rafah
students in first semester of translation program at College Basic School.
of Language and Translation, King Saud University in Saudi
Arabia. All students were pretested before instruction and Table (1). The distribution of the sample according to the groups
studied the same writing textbook for 12 weeks. In addition,
the experimental group received online instruction in which Group Experimental Control Total
they posted their own threads, short paragraphs, stories, or
poems on a discussion board. They located information
No. of sample 20 20 40
related to themes covered in the book from Internet sites
such as “Yahoo! Movies” and “WebMD.” They word
processed their paragraphs and checked their own spelling Both groups were all in grade ten aged nearly 15. They
using Microsoft Word. At the end of the treatment, both were chosen from the same school. They were similar in
groups were post tested. Results showed that the their general achievement in accordance with the statistical
experimental group scored significantly higher than the treatment of their results in the first term of the school year
control group. Web-based instruction proved to be an (2012-2013). In this year, all classes were similar in their
important factor in enhancing the writing quality of achievement as they were distributed according to their
unskilled, low ability EFL students and resulted in a achievement in equivalent classes. A pre-test was used to
significant improvement in their post-test scores. check the similarity of achievement between the two groups.
It is obvious that nearly all the studies which were
conducted in various environments have examined the 4.1.3. The Variables of the Study
effectiveness of blended learning in the teaching learning The study included the following variables:
process inside or outside the classroom. Nearly all the 1. The independent variable represented in the blended
studies have displayed blended learning as significant learning program
method in sustaining students' achievement, attitudes and 2. The dependent variable represented in the tenth
perceptions in various subjects where teachers employed it graders’ English writing skills and retention.
 Education Journal 2013; 2(6): 208-221 215

5. Instrumentation Table (2). Correlation coefficient of every item of the test with the total
score
The researchers used the following instruments to achieve
the aims of the study: Pearson Pearson
No. Sig. level No. Sig. level
correlation correlation
1- Achievement writing test (Pre & post)
1 0.560 0.015 21 0.505 0.027
2- The blended program
2 0.691 0.002 22 0.603 0.009
5.1. Writing Test 3 0.477 0.036 23 0.587 0.011
4 0.630 0.006 24 0.456 0.044
The achievement test was prepared by the researchers to
measure the students’ achievement in writing. It was used as 5 0.463 0.041 25 0.642 0.005
a pre test applied before the experiment, as a post test after 6 0.648 0.004 26 0.607 0.008
the experiment. 7 0.530 0.021 27 0.489 0.032
5.1.1. The General Aim of the Test 8 0.671 0.003 28 0.750 0.001
The test aimed at measuring the effect of the blended 9 0.556 0.016 29 0.607 0.008
learning program on the subjects’ writing skills in English 10 0.691 0.002 30 0.677 0.003
mainly (Form, Coherence and Cohesion). It was designed 31
11 0.583 0.011 0.652 0.004
according to the content analysis, the objectives of each
12 0.567 0.014 32 0.564 0.014
level and the percentage weight for each domain according
13 0.725 0.001 33 0.564 0.014
to Bloom's taxonomy and the table of specifications.
14 0.810 0.000 34 0.477 0.036
5.1.2. The Pilot Study 35
15 0.560 0.015 0.477 0.036
To examine the appropriateness of the test items, the test
16 0.583 0.011 36 0.648 0.004
reliability, the required time for application, as well as
17 0.583 0.011 37 0.657 0.004
difficulty and discrimination coefficients, the test was
administered to a random pilot sample of (15) students from 18 0.599 0.009 38 0.730 0.001
Shohada' Rafah Basic School. Test time, while applying it 19 0.466 0.040 39 0.576 0.012
on the pilot study, was computed according to the following 20 0.603 0.009 40 0.477 0.036
equation:
According to table (2), the coefficient correlation of each
item is significant at (0.01) and (0.05). It can be concluded
that the test is highly consistent and valid to be used as a tool
The time of test was (60) minutes. The clarity of the of the study.
questions was checked. The misleading items were also 5.1.3.3. Reliability of the Test
modified. The researchers found that students are suffering The test is regarded reliable when it gives the same results
from low achievement in English writing skills. in case of re-applying it for the same purpose in the same
5.1.3. The Validity of the Test conditions (Al-Agha, 1996:120). After applying the test on
Al Agha (1996: 118) states that a valid test is the test that the pilot study, the researcher used Kuder-Richardson
measures what it is designed to measure. The study used the (K_R20) and Spearman Brown (Spilt-half) methods to
referee validity and the internal consistency validity . measure the test reliability as it is presented in Table (3).
(K_R20) depends on calculating the percentage of correct
5.1.3.1. The Referee Validity answers of the test items, and also on the variance of every
The test was introduced to a jury of specialists in the item.
English language and methodology in Gaza universities,
Ministry of Education and supervisors and experienced Table (3). (K_R20) coefficient and Split-half of the test
teachers in the governmental schools. The items of the test (K_R20) coefficient Split -half
were modified according to their recommendations. No. of Correlation Spearman
Domain (K_R20)
items between forms Brown
5.1.3.2. The Internal Consistency Validity Total 40 0.956 0.925 0.961
Al Agha (1996: 121) asserts that the internal consistency
validity indicates the correlation of the score of each item According to Table (3), the test proved to be highly
with the total average of the test. It also indicates the reliable and could be used confidently in the basic
correlation of the average of each skill with the total average. experiment. (K_20) coefficient was (0.956) and the Spilt-
This validity was calculated by using Pearson Formula. half coefficient was (0.961) and they are good coefficients
which could be depended on in applying the achievement
test.
216 Awad Soliman Keshta et al.: The Effectiveness of a Blended Learning Program on
Developing Palestinian Tenth Graders' English Writing Skills

5.1.4. Scoring of the Test The discrimination coefficient of the test items varied
The test was scored by a simple traditional way. Each between (0.40-1.00) with a total mean (0.67). And since the
correct answer was awarded one point. The maximum accepted achievement test items should have discrimination
average was (40) and the minimum was (zero). So, the total coefficients larger than (0.25), all the items were accepted.
points for the whole test were 40. The discrimination coefficient of the test varied between
(0.40-1.00) with a total mean (0.67). And since the accepted
5.1.5. Difficulty Coefficient achievement test items should have discrimination
Difficulty coefficient is measured by finding out the coefficients larger than (0.25), all the items were accepted.
percentage of the wrong answers of each item made by the
students ( Abu Nahia ,1994 :308). Having applied the 5.2. The Blended Program
formula, the difficulty coefficient of the test items varied
between (0.466 - 0.730) with a total mean (0.58). Since the After reviewing the literature of education technology and
accepted items of the achievement test vary between scientific studies of developing and designing educational
(0.35-0.65), all the items are accepted and the test is suitable program models according to design criteria, the researcher
to be used as a tool of the study. decided to follow Al Jazar model to design the proposed
educational program which aims at developing tenth
5.1.6. Discrimination Coefficient graders' writing skills to the extent their competencies allow.
The discrimination coefficient was calculated according
to the following formula: 5.2.1. Content of the Program
The content of this suggested program was carefully
Table (4). Difficulty and Discrimination of Items of the Test selected to help improve the students writing skills through
the blended learning program. The suggested program
No. Difficulty coefficient Discrimination coefficient
1 0.60 0.60
consisted of five units, based on the content of grade ten
2 0.533 0.60 textbook. The program covered ten lessons. Each lesson was
3 0.60 0.40 forty-five minutes.
4 0.60 0.80
5 0.466 0.60 5.2.2. The Validity of the Program
6 0.466 0.80 To test the program validity, the researcher submitted its
7 0.533 0.40 first version to a group of supervisors and teachers of
8 0.466 0.80
9 0.466 0.60
education technology. The researcher did the required
10 0.533 0.80 adjustment according to their recommendations. Then the
11 0.60 0.80 researcher prepared a list of criteria with (10) domains
12 0.466 0.80 including (70) indicators which were given to a panel of
13 0.666 0.80 specialists in education technology from the Islamic
14 0.466 1.00
15 0.60 0.60
University, Al-Aqsa University, Al-Quds Open University,
16 0.60 0.60 and Ministry of Education. The criteria were modified
17 0.60 0.80 according to their recommendations into (9) domains with
18 0.533 0.80 (69) indicators. Then the program package including (the
19 0.60 0.60 software program – student's textbook – teacher's guide –
20 0.666 0.60
21 0.666 0.60
electronic test) was presented to the panel again to evaluate
22 0.666 0.60 it according to the criteria list.
23 0.73 0.60 The researcher modified the program according to their
24 0.666 0.40 suggestions and produced the final copy to be implemented
25 0.60 0.80 to achieve the planned objectives.
26 0.60 0.60
27 0.60 0.40 5.2.3. Pilot Experimenting of the Program
28 0.666 0.80
29 0.60 0.80
To be sure of the program's suitability, it was
30 0.60 0.60 experimented on a pilot study of the tenth grade in the same
31 0.666 0.80 school other than the study sample so that the teacher who
32 0.533 0.60 would apply it acquire the application experience,
33 0.533 0.80 identifying difficulties of implementation, determining the
34 0.60 0.60
35 0.60 0.40
time schedule for the basic experiment application and
36 0.466 0.80 modifying what is necessary in the initial draft before
37 0.533 0.80 implementing it on the basic study sample.
38 0.73 0.80
39 0.533 0.60 5.2.4. Implementing the Program
40 0.60 0.60 After examining the program's validity, and adjusting it
TOTAL 0.582 0.67 for implementation, permission was issued from the
Ministry of Education to implement the experiment on the
 Education Journal 2013; 2(6): 208-221 217

study sample. The experiment lasted for ten weeks with one Table (7). The Effect Size of the program on the Experimental and the
lesson a week. Control Groups Achievement in the Post-Test

Test df T ²η Effect size

6. Results: Data Analysis
Post test
38 3.818 0.277 Large
The study aimed at investigating the effectiveness of a (total )
blended learning program on developing Palestinian tenth
graders' English writing skills. The researchers used Table (7) shows that the effect size of the program is large
different statistical forms using the statistical program on students' achievement in writing skills. This means that
(SPSS) to analysis the collected data results. Tables were the effect is significant. This large effect may be due to the
also used to clarify and present these data with analysis and activities and techniques which are used in the blended
interpretation. program to develop students' writing skills.
Question One: Question Two:
Are there differences in the achievement level in writing Are there differences in the achievement level in writing
skills in the post test between the students of the skills between the students of the experimental group
experimental group (blended learning) and their (blended learning) in the pre-post test?
counterparts of the control group? To answer this question, the researchers tested the
To answer this question, the researchers tested the following null hypothesis:
following null hypothesis: There are statistically no significant differences at (α
There are statistically no significant differences at (α ≤0.05) in the achievement level in writing skills between the
≤0.05) in the achievement level in writing skills in the post students of the experimental group (blended learning) and in
test between the students of the experimental group (blended the pre-post test.
learning) and their counterparts of the control group.
Table (8). T. Test Paired Sample Results of the Differences in the Total
To examine this hypothesis, means and standard deviation
Average Score between the Pre-Test and the Post Test of the Experimental
of both groups' results on the post-test were computed.
Group
Independent Samples T-test was used to measure the
significant differences. Table (5) describes this: Std. Sig. (2 Sig.
sample N Mean T.
Deviation tailed) level
Table (5). T Test Independent Sample Results of Differences between the
Experimental and the Control Group in the Post Test Post 20 29.90 4.399 11.3 Sig. at
.000
Std. Sig. (2 Sig. 57 0.01
sample N Mean T. Pre 20 13.35 5.869
Deviation tailed) level
Experim "t" table value at ( 19) df. At (0.05) Sig. level equal 1.729
20 29.90 4.399 3.81 Sig. at
ental .000 "t" table value at ( 19) df. At (0.01) Sig. level equal 2.539
8 0.01
Control 20 23.60 5.924

"t" table value at ( 38) df. At (0.05) Sig. level equal 1.686 As shown in table (8) shows that the T. computed value is
"t" table value at ( 38) df. At (0.01) Sig. level equal 2.429 larger than T. table in the test which means that there are
significant differences at (á ≤ 0.01) in the total average score
As shown in table (20) shows that the T. computed value of the experimental group in favor of the post application.
is larger than T. table in the test which means that there are The mean of the post-test group reached (29.90), whereas
significant differences at (á ≤ 0.01) in the total average score the mean of pre-test was (13.35). This means that there are
of the post-test between the experimental and control group statistically significant differences between the pre and post
in favor of the experimental group. The mean of the post-test application of the experimental group in favor of the post
in the experimental group reached (29.9), whereas the mean application. This means that using the blended program is
of the control group was (23.60). This result indicates that very effective in the achievement of tenth graders' writing.
using the blended program is more effective than the
traditional method in developing students' writing skills. Table(9). The Effect Size of blended program in the Pre- and the Post
To measure the effect size of the blended the researchers Test of the Experimental Group
computed "²η" using the following formula :( Affana, 2000:
42) Test df T ²η Effect size
t2
η2 = total 19 11.357 0.871 Large
t2 + df

Table (6). The Table References to Determine the Level of Size Effect (²η) Table (9) shows that the effect size of program is large on
students' achievement in writing. This means that the effect
Effect size criterion
Test is significant.
Small Medium Large
²η 0.01 0.6 0.14
218 Awad Soliman Keshta et al.: The Effectiveness of a Blended Learning Program on
Developing Palestinian Tenth Graders' English Writing Skills

7. Discussion 5. The program also enabled students to express

themselves freely via writing and to participate
The study aimed at investigating the effectiveness of a according to their competencies and learning styles.
blended learning program on developing Palestinian tenth 6. Discussing issues on e-mail and Facebook walls was
graders' English writing skills. effective in developing students' writing skills.
To achieve this aim, the researchers adopted the 7. This program developed students' communication
experimental approach where there were two similar groups: skills, their interaction with the educational materials
the experimental and the control groups. The population of presented, co-operation among students,
the study was all the tenth graders in Rafah Directorate of self-evaluation tools, informational search and training
Education. The sample of the study, namely (40) students opportunities which are not found in the traditional
were selected randomly from Shohada' Rafah Basic School. method.
Each group has twenty students. Both were proved to be
similar in terms of age, general achievement, general
achievement in English and English writing skills 9. Conclusion
achievement. The researcher used three instrument and tools Based on the findings, derived from the results of this
to collect data: content analysis, a pre-post test, and the study, the following conclusions were reached:
blended learning program. The experiment started at the 1. Blended learning provided students with a better
second semester of the school year (2012-2013) and lasted learning environment through variety of multi-media
for eight weeks. The researchers used a variety of blended resources which enhanced self-learning strategies and
techniques and activities. The population of the study reflected on their achievement of English language.
consisted of all tenth graders at the governmental schools in 2. Blended learning stimulated students towards
Rafah Directorate. independent practice of English language instead of direct
instruction.
8. Findings 3. Blended learning was very effective in motivating shy
students and low achievers towards participation and
1. In the light of the statistical results, the researchers interaction both in synchronous and asynchronous activities
concluded the following findings: because they were not criticized.
2. There are differences of statistical significance in the 4. The blend provided students with enjoyment, pleasure,
tenth graders' achievement level of English writing enthusiasm and variation which were significant enough to
skills due to the teaching learning method i.e. the affect the students' achievement positively.
blended learning program. 5. Self-evaluation tasks with immediate feedback gave
3. There are differences of statistical significance in the students a chance for confidence and self-evaluation to
tenth graders' achievement level of English writing support self- learning strategies.
skills for the experimental group in favor of the post 6. Availability of on-line and off-line resources enabled
application. students to revisit the language at the ease and comfort of
This May be Attributed to time.

1. Employing more than one sense as well as addressing 10. Pedagogical Implications
the students' different learning styles through variety of
the activities, techniques and multi-media which In the light of the study results, the researchers suggest the
included pictures, texts, videos, and PowerPoint slides. following:
2. The blended program created on-going interactive and 1. Teachers should be aware of their students' needs and
a non-threatening learning environment that abilities and choose the suitable blend for them.
encouraged interactions between students and teachers, 2. Teachers should train their students on self-learning
enhanced communication, cooperation and teamwork strategies to enhance blended learning potentials.
and encouraged active participation which increased 3. Teachers should not be hunting for mistakes. In fact,
their motivation and interest in learning. mistakes are source of learning.
3. The program also offered continuous feedback which 4. Teachers should avoid teacher-centered class and move
reflected in students' progress in learning if the answers towards student-centered classes.
were right or modifying them if they were wrong. 5. Classroom motivating environment could be created
4. The program helped students develop self-learning through utilizing all the available resources inside and
strategies in an interesting way, recognize the relations outside the walls.
between the content components, re-organize the 6. Students like to write and talk about things related to
information presented in various forms, and give their real life and experiences. So teachers should
deductions from the available information such as always create reasons for learning.
searching for additional information about the writing 7. Training teachers on strategies, types and
skill from the searching drives on the internet. implementation of blended learning is a pre-requisite
 Education Journal 2013; 2(6): 208-221 219

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