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A quasi-experimental design compared an experimental group receiving blended learning instruction with a control group taught via traditional lectures. Data came from pre-tests and post-tests (students) and questionnaires plus FGD (instructors). ANCOVA analyzed student scores; descriptive statistics and qualitative evaluation supported instructor findings. Results show significant posttest differences favoring the experimental group. 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The research design of the study was quasi-experimental research. The experimental group were taught using blended learning instruction while the control group were taught using traditional lecture method. A sample of 80 students (48 male, 32 female) and 50 English language instructors (40 male, 10 female) was selected. The pre-test and posttest were used as instruments for data collection for students whereas questionnaire and FGD were used for data collection for instructors. Students’ test scores were analyzed using ANCOVA procedure. The instructors’ questionnaire data were analyzed using descriptive statistics, whereas FGD outcomes were qualitatively evaluated. A statistically significant difference was observed between the groups in posttest scores of writing course (F= 275.22, df = 1,77, p \u003C 0.01) . Conclusion is that students of experimental group performed better in writing skills course than students of control group. Instructors’ attitudes towards computers were positive but their actual use of computers was moderate. Finally, it was recommended among others that university instructors should willingly restructure their programs, courses and assessment procedures to host BL and that the academic officials provide for the appropriate staff training and technical infrastructure for the implementation of BL.\u003Cbr>Keywords: Blended learning, quasi-experimental research design, instructional technology, online teaching, face-to-face teaching, computer assisted language learning, English writing skills. |\n| --- |\n| *Corresponding author. E-mail: [yabiyemulu45@yahoo.com](yabiyemulu45@yahoo.com). |\n\nINTRODUCTION  \nThe knowledge economy depends on the creation of a critical mass of capable and competent scholars that will not only produce knowledge, but also acquire, develop, adapt and adopt knowledge that is produced elsewhere. There is a consensus that information and communication technologies (ICTs) have a tendency to contribute to economic growth and social development and improve quality of life (Owen-Smith, 2002) . ICTs are becoming learning media in both formal and non-formal education being used as individual business tools of local farmers as well as instructional technologies of university teaching.  \nNowadays, higher education institutions make quick leap in using ICT to boost up their academic endeavors.  \nResearchers (Jones and Bonanno, 1995; Mapuva, 2010) suggest that the transformation of the education sector is being driven by a number of broad economic, technological, and social changes that have accelerated in recent years. Some of the key trends of change are the significant increase in the demand for higher education and consequential expansion of universities and student enrolments in both developed and developing countries (Graham, 2006) . Traditional approaches to language instruction have been challenged by new and innovative approaches based on the latest advances in computer and internet technology ( National Quality School Framework (NQSF), 1989) . The vast resources and opportunities that computers and internet technology  \nprovide have brought about new tools, approaches, and strategies in language instruction. In these innovative instructional ap","cbCaibgak2nWpT9w","https://ap.wps.com/l/cbCaibgak2nWpT9w","pdf",474436,"English","# Abstract\n# Introduction","[{\"question\":\"What study design was used to test blended learning’s impact on writing skills?\",\"answer\":\"A quasi-experimental research design was used, comparing an experimental group with blended learning instruction against a control group taught with traditional lecture methods.\"},{\"question\":\"How were student writing outcomes measured and analyzed?\",\"answer\":\"Pre-tests and post-tests collected student data. Student test scores were analyzed using the ANCOVA procedure.\"},{\"question\":\"What did the study find about instructors’ attitudes and actual use of computers?\",\"answer\":\"Instructors showed positive attitudes toward computers, but their actual computer use was only moderate.\"}]","African Educational Research Journal - Full Length Research Paper - The impact of blended learning in developing students’ writing skills: Hawassa University in focus | PDF",1792070399]