The Effectiveness of an English Blended- Based Program in Enhancing the Integration of Tenth Graders’ Reading of English Narrative Texts and their Critical Writing Abilities

Abstract

The current study aimed at investigating the effectiveness of using a blended learning program in enhancing tenth graders' integration of reading English narrative texts with their ability to write critically about them. The study was a quasi experimental. The participants were fifty tenth graders randomly divided into experimental group (25) and control group (25). To collect the data the researcher used a pre –post test, a self assessment worksheet, an e-portfolio, a satisfaction questionnaire, interviews, and observations. The pre- post test was administered before and after the implementation of the proposed program. The self- assessment sheet was conducted three times during the implementation. The e-portfolios were collected at the end of the intervention. The observations of the participants‘ online publications and sharing in the online discussions were recorded. Finally, the interviews and the satisfaction questionnaire were conducted at the end of the intervention. Results indicated that the experimental group who was highly satisfied with the program outperformed the control group. They also indicated that the blended learning program was effective in enhancing the integration of the tenth graders‘ reading of narrative texts with their critical writing abilities and in developing their ability to navigate the internet engines and use technology to enhance learning.