شبكة المعلومات العربية التربوية

This study aimed at enhancing higher education students’ EFL academic writing skills and their writing motivation through using a collaborative blended learning environment. To fulfill this purpose, two instruments were constructed; a pre-post EFL academic writing skills test in addition to a writing rubric and a pre – post writing motivation scale. The participants of the study were sixty first year higher education students from Mansoura Higher Institute for Engineering and Technology. The study adopted the quasi-experimental design using two groups: the experimental group was taught through the proposed collaborative blended learning environment while the control group studied through the regular instructional methods. Results of the study revealed that the experimental group students' EFL academic writing skills were significantly enhanced and they outperformed their control group counterparts in their performance on these targeted skills in addition to enhancing their EFL writing motivation. It was recommended that collaborative blended learning environment should be used in EFL teaching to enhance EFL writing skills and other language skills. In addition, EFL learners should be provided with EFL academic writing skills courses in which collaborative blended learning environment is employed. (Published abstract)