The Effect of a Suggested Project-Based Blended Learning Program on Developing University Students' EFL Writing Skills and Reducing their Writing Apprehension

This study aimed at exploring the impact of a suggested project-based blended learning program on improving EFL Mass Communication students'  writing skills and decreasing their writing apprehension. The participants of this study were (50) third-year Mass Communication students enrolled in the journalism section at Ahram Canadian University. The study employed the quasi-treatment design using two equal groups randomly assigned to the treatment and control groups. To collect data, three instruments were developed and validated;  an EFL writing skills test, an EFL writing skills scoring rubric, and a writing apprehension test. They were administered as a pre- post-test for both groups before and after the eight weeks training program. The treatment group received the suggested project-based blended learning program treatment, while the control group followed their regular method of teaching writing. Results revealed that the project-based blended learning program effectively developed the treatment group's EFL writing skills and reduced their writing apprehension. Therefore, this research recommended that project-based blended learning should be incorporated into language pedagogy programs at different educational stages.