Using blended learning to teach writing to Saudi EFL university students during the COVID-19 pandemic

The worldwide spread of the COVID-19 pandemic has compelled researchers and practitioners to investigate and implement alternative teaching methodologies due to the disruption caused to conventional face-to-face instruction. This study examined the efficacy of integrating the Blackboard platform and face-to-face classroom learning in a blended learning model for teaching writing skills to Saudi EFL university students via amalgamating the advantages offered by both online platforms and face-to-face learning. The study adopted a mixed-methods research design, incorporating qualitative as well as quantitative methodologies. It employed a survey methodology, utilizing a questionnaire to identify the students' perceptions with respect to the use of blended learning in the context of writing instruction. In addition, interviews were conducted to determine the students' level of acceptance and willingness to participate in blended learning. The findings indicate that the participants exhibited a predominantly favorable attitude towards blended learning of writing. Furthermore, they demonstrated an awareness of the interconnectedness between engaging the Blackboard platform and face-to-face learning in writing instruction. The positive perspectives and receptiveness exhibited by the students towards blended learning underscore its potential to cultivate engagement, collaboration, and enhanced learning outcomes of writing instruction. The empirical evidence obtained from this study serves as a strong impetus for educational institutions and EFL instructors to utilize blended learning in writing instruction.