Abstract:
This study aimed at investigating the role of blended learning in enhancing EFL Sudanese university students' writing skills. The study adopted descriptive and experimental methods. Pre-posttest and questionnaire were used as primary tools for data collection. Pre-posttest were given to third year English language students at college of Education University of Dongola and two questionnaires were distributed to both teachers and experimental of students. The researcher applied the statistical packages for social sciences (SPSS) to analyze and tests the hypotheses. The finding revealed that: Blended learning increased learners' writing competences, there are significance statistical differences in English language writing skills in favor of the experimental group, using blended learning model provide students with feedback about their spelling and grammatical mistakes and using blended learning model creates more interaction between students and teachers in learning writing skills. The study recommended that: More time should be allocated for teaching writing skill through used blended learning, short training should be presented to universities teachers about the implementation of blended learning and teachers should encourage students to use blended learning in writing activities. Some suggestion for further studies were also proposed.
