Blended Learning Approach - Integrating Reading and Writing Research Skills to Improve Academic Writing

Oct 15, 2026

The study investigates how integrating selected reading and writing research skills can strengthen academic writing for Arab Open University (AOU) students. A blended course using Web-Quests (WQs) combined the two skill sets and was delivered through a one-group pre-test/post-test design. Instruments included CSAQ, RRSI, WRSI, and Pre/Post Tests, alongside rubrics and the Blended Course Assessment Questionnaire (BCAQ). Statistical results show significant improvements in post-test writing performance and enhanced systematic academic writing approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Abstract

Introduction

Background

Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing Arab Journal of Applied Linguistics e-ISSN 2490-4198 Vol. 3, No. 3, October 2017, 23-55 © The Author [http://www.arjals.com](http://www.arjals.com) Marine Milad1 Arab Open University (AOU), Kuwait Branch Abstract The present study aimed at improving Arab Open University (AOU) students' academic writing through integrating some identified reading and writing research skills. This was achieved by applying a blended course which employed Web-Quests (WQs) that integrated the two skills to improve students’ academic writing. The study adopted one group design with pre-test and post-test treatments. It answered the questions it raised and undertook the following: Computer Skill Analysis Questionnaire (CSAQ) identified the targeted students’ background of some technological skills, Reading Research Skills Inventory (RRSI) listed the reading research sub-skills that need to be developed for the AOU students, Writing Research Skills Inventory (WRSI) listed the writing research sub-skills that need tobe developed for these students, Pre/Post Test (PPT) assessed the target students'performance in the identified reading and writing research skills before and after receiving the treatment, Blended Course employing WQs integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, and Blended Course Assessment Questionnaire (BCAQ) identified the students’ assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. Upon testing the hypotheses, results indicated that there were statistically significant differences at a level of 0.001 between the mean scores of the experimental group on the pre/post administrations of the pre-post-test in favour of the post test. In addition, statistical analysis indicated that there was a significant improvement in the students'academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the 1 Corresponding author: Marine Milad, Arab Open University (AOU), Kuwait Branch [Email:](Email: marine@aou.edu.kw)[ marine@aou.edu.kw](Email: marine@aou.edu.kw) proposed blended course proved to be effective in developing the AOU students' identified skills and it was recommended to adopt the blended course to improve their academic writing skills. Keywords: Web-Quests, Writing research skills, Reading research skills, Blended learning Introduction Developing productive skills, especially in academic writing, has become a dire need formost undergraduate learners to pursue their academic career successfully. Within the current daily environment, which has become more computerized than ever before, it is clear that we need to think of this environment not only as a tool to perform tasks, but also as a tool to help increase its users’ learning skills. Since the constructivist approach is dominant and learning by doing is perceived as a key element for most programs in higher education, the potential of reaping the benefits of enriching academic writing skills through integrating some reading and writing research skills in English in computerized environments has become a necessity. This can be done through blended courses guided by facilitators. The opportunity for instructors/facilitators to influence learner-centred environments is something that should be considered. In this prospect, electronic learning or, shortly said, e-learning, represents a wide area of knowledge acquisition in the educational process by means of modern information and telecommunication technologies. E-learning has a great role in solving some specific problems, closely related to adult education. Seeing that

FAQs

What was the main aim of the study?

To improve AOU students’ academic writing by integrating identified reading and writing research skills through a blended course using Web-Quests (WQs).

How was the blended course implemented and assessed?

The course integrated reading and writing research skills via WQs, and students were evaluated using pre/post tests, rubrics, and the Blended Course Assessment Questionnaire (BCAQ).

What were the key results regarding academic writing?

Findings indicate statistically significant differences favoring the post-test, with notable improvement in academic writing skills through integrating reading and writing process stages.

Oct 15, 2026

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