A study conducted by a researcher Ironsi from Department of English Language Teaching, Near East University explores the effectiveness of blended interactive educational resources (B-IERs) in enhancing writing skills among students. The research aims to investigate how the delivery format of educational resources influences writing outcomes.
Using a mixed-method research design, the study involved 70 participants divided into experimental and control groups. The control group received hybrid learning instruction without utilizing educational resources, while the experimental group utilized B-IERs. Post-test scores and interview transcripts were analyzed to assess the impact of B-IERs on writing skills.
The findings indicate that B-IERs significantly contribute to improving students’ writing skills, particularly in areas such as organization, content, coherence, and cohesion. However, there were no significant improvements observed in mechanical accuracy and message quality.
The study concludes that while B-IERs show promise in enhancing specific aspects of writing instruction, they may not be universally effective across all writing tasks. Therefore, it suggests the integration of other strategies and approaches alongside B-IERs to ensure comprehensive writing instruction.
Moreover, the research underscores the importance of tailoring B-IERs according to the individual writing needs of students. It emphasizes the need for further exploration and research in utilizing B-IERs for teaching various language skills in English language pedagogy.
In summary, the study from Near East University highlights the potential of B-IERs in improving writing instruction, while also advocating for a nuanced approach that combines multiple teaching strategies for comprehensive skill development.
More Information:
https://www.emerald.com/insight/content/doi/10.1108/QAE-02-2022-0032
