A Constructivist Approach for Enhancing EFL Learners’ Writing Fluency in a Blended Learning Context

نوع المستند : المقالة الأصلية

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 The study aimed to examine the effect of utilizing a constructivist
approach on developing EFL adult learners’ writing fluency in a
blended learning context. To serve as a guide for the design of the
instruments, the researcher created a list of the components of
writing fluency. Along with the proposed program, the researcher
also prepared a pre- and post-writing fluency test and a rubric.
Then, she nominated a group of pre-intermediate to intermediate
Egyptian EFL learners who desired to develop their writing
fluency (n= 27) to participate in the study and to get involved in
its activities. They were between the ages of 20 and 35 years old.
The pre- and post-tests were administered. After the application of
the program, the scores were subjected to both quantitative and
qualitative analysis. The results demonstrated that the
constructivist approach used in a blended learning context was
highly effective in developing the writing fluency of EFL adult
learners. 

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