شبكة المعلومات العربية التربوية

This study aimed at exploring the impact of a suggested projectbased 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. (Published abstract)