ARTICLE

THE IMPACT OF THE ROTATION MODEL OF BLENDED LEARNING ON CREATIVE WRITING SKILLS OF THE EFL LEARNERS IN PAKISTAN

  1. HOME
  2. ARTICLE

26 Pages : 315-323

http://dx.doi.org/10.31703/glr.2022(VII-II).26      10.31703/glr.2022(VII-II).26      Published : Jun 2022

The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan

Abstract

    The study was conducted to investigate the impact of the rotation model of BL on the creative writing skills of EFL learners in the Pakistani context.The main purpose of this experimental research is to enhance the English writing skill of the learners and the instructional approaches used by the teaching faculty members. The paper offers experimental research on EFL learners of four Federal Government Secondary Schools, including male and female. The researcher used pre-test, post-test, lesson plan and scoring rubrics as a tool. The paper discovers that the rotation model of blended learning is more suitable for the English writing skills of EFL learners than the conventional method. The results suggest that the application of the rotation model of blended learning in writing skills helps the learners produce significant and better performance compared to the conventional method of instruction. The findings also indicate that female EFL learners performed better than male EFL learners in the experimental group.

    Blended Learning, Rotation Model, Creative Writing Skills, EFL Learners

    (1) Ahsan-ul-Haq Farooqi
    PhD Scholar, Department of Educational Training, Islamia University of Bahawalpur (IUB), Punjab, Pakistan
    (2) Masood Ahmad
    Assistant Professor, Department of Educational Training, Islamia University of Bahawalpur (IUB), Punjab, Pakistan
    (3) Ijaz Hussain
    Assistant Professor, Department of Education, Ghazi University, Dera Ghazi Khan, Punjab, Pakistan
Fulltext PDF

References

  • Abas, IH, & Aziz, N.H.A. (2016). Indonesian ESL Students' Perspective on Writing Process: A Pilot Study. Advances I Language and Literary Studies. 7(3), 22- 27. http://dx.doi.org/10.7575/aiac.alls.v.7n. 3p.21
  • Abdul Rahman, A. M., Azmi, M. N. L., Hassan, I. (2020). Improvement of English writing skills through blended learning among university students in Malaysia. Universal Journal of Educational Research, 8(12), 7694-7701. doi: 10.13189/ujer.2020.082556
  • Alrouji, O. O. (2020). The Effectiveness of Blended Learning in Enhancing Saudi Students' Competence in Paragraph Writing. English Language Teaching, 13(9), 72-82.
  • Arifin, S. (2020). L2 Writing Strategies Used by High School Students. Professional Journal of English Education, 3(6), 805- 815.
  • Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.
  • Bazrafkan, N., & Bagheri, M. (2014). The relationship between critical thinking, autonomy and writing skill of Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 7(3), 379– 392.
  • Bonk, C., & Graham, C. (2006). Blended learning systems: Definition, current trends, and future direction. In C. J. Bonk and Charles Graham (Eds.), Handbook of blended learning: Global perspectives, local designs 1–21. San Francisco, CA: Pfeiffer Publishing.
  • Boyle, T., Bradley, C., Chalk, P., Jones, R. & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program, Journal of Educational Media, 28(2-3), 165-178.
  • Challob, A. A. I., Bakar, N. A., & Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance. English Language Teaching, 9(6), 229-241.
  • Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco, CA: Jossey-Bass
  • Hassan, I., Abdul Rahman, A. M., & Azmi, M. N. L. (2021). Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia. Arab World English Journal (AWEJ) Special Issue on CALL (7). 377- 389. DOI: https://dx.doi.org/10.24093/awej/call7.2 6
  • Kazua, Y. I., & Demirkolb, M. (2014). Effect of Blended Learning Environment Model on High School Students’ Academic Achievement. The Turkish Online Journal of Educational Technology – January 2014, 13(1),
  • Keshta, A. S., & Harb, I. I. (2013). The effectiveness of a blended learning program on developing Palestinian tenth graders' English writing skills. Education Journal, 2(6), 208-221. doi: 10.11648/j.edu.20130206.12
  • Morgan, K. R. (2002). Blended learning: A strategic action plan for a new campus. seminole, FL: University of Central Florida.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. http/doi.org/10.17265/1539- 8080/2017.08.001.
  • Perk, M. V. (2015). A guide for scientific writing. Bachelor Earth Science
  • Permana, Y. G. (2017). The Effect of Using Blended Learning Strategy toward the 8 Grade Students’ Writing Competency. Journal of Psychology and Instruction, 1(2), 79-87. doi: 10.23887/jpai.v1i2.10363
  • Rashidi, N., & Mazdaysana, G. (2016). Impact of Genre-based Instructionon Development of Students’ Letter Writing Skills: The of Students of Textile Engineering. Journal of Research in Applied Linguistics, 7(2), 55-72.
  • Robinson, R. A. (2004). Selected faculty experiences in designing and teaching blended learning courses at brigham young university. UMI Number: 3147153.
  • Ross, B., & Gage, K. (2006). Global perspectives on blending learning: Insight from WebCT and our customers in higher education. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 155- 168). San Francisco, CA: Pfeiffer Publishing.
  • Sadi, F. F., & Othman, J. (2012). An investigation into writing strategies of Iranian EFL undergraduate learners. World applied sciences journal, 18(8), 1148-1157.
  • Sarab, M. R. A., & Farsani, M. A. (2014). The relationship between writing strategies and personality types of graduate Iranian EFL learners. Applied Research on English Language, 3(2), 69-84. https://doi.org/10.22108/ARE.2014.15487
  • Schunk, D. H. (2012). Learning theories an educational perspective sixth edition. Pearson.
  • Scott, D., Ulmer-Krol, S., & Ribeiro, J. (2020). Enhancing the Academic Writing Abilities of First-Year Bachelor of Education Students in a Blended Learning Environment. International Journal of Teaching and Learning in Higher Education, 32(1), 87-98.
  • Silva, R. D. (2014). Rubrics for Assessment: Their Effects on ESL Students’ Authentic Task Performance. Paper presented at the CELC Symposium, National University: Singapore.
  • Spanou, S., & Zafiri, M. N. (2019). Teaching reading and writing skills to young learners in English as a foreign language using blogs: A case study. Journal of Language and Cultural Education, 7(2), 1-20. doi:10.2478/jolace-2019-0009.
  • Sultana, M., & Zaki, S. (2015). Proposing Project Based Learning as an alternative to traditional ELT pedagogy at public colleges in Pakistan. International Journal for Lesson and Learning Studies, 4(2), 155-173.
  • Wang, S. (2017). "Teacher Centered Coaching": An Instructional Coaching Model. Mid-Western Educational Researcher, 29(1),
  • Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216.
  • Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226.
  • Yang, H. C., & Plakans, L. (2012). Second language writers’ strategy use and performance on an integrated reading- listening-writing task. Tesol Quarterly, 46(1), 80-103.
  • Zaki, S., & Dar, M. F. (2012). Reflections on the local ELT context: the teaching learning objectives and the obstacles, English Language and Literary Forum, 14, 1-12.

Cite this article

APA

    APA : Farooqi, A., Ahmad, M., & Hussain, I. (2022). The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan. Global Language Review, VII(II), 315-323. https://doi.org/10.31703/glr.2022(VII-II).26

CHICAGO

    CHICAGO : Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. 2022. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review, VII (II): 315-323 doi: 10.31703/glr.2022(VII-II).26

HARVARD

    HARVARD : FAROOQI, A., AHMAD, M. & HUSSAIN, I. 2022. The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan. Global Language Review, VII, 315-323.

MHRA

    MHRA : Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. 2022. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review, VII: 315-323

MLA

    MLA : Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review, VII.II (2022): 315-323 Print.

OXFORD

    OXFORD : Farooqi, Ahsan-ul-Haq, Ahmad, Masood, and Hussain, Ijaz (2022), "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan", Global Language Review, VII (II), 315-323

TURABIAN

    TURABIAN : Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review VII, no. II (2022): 315-323. https://doi.org/10.31703/glr.2022(VII-II).26