Title: The Impact of Blended Learning in Developing Writing Skills of Bridge Course Students in Uzbekistan
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Live-Stream Presentation
Shravasti Chakravarty, Amity University, Uzbekistan
The importance of technology in education has new-found meaning with the advent of the pandemic. Many institutions and organizations have moved away from the traditional classroom teaching practices towards a more holistic format by incorporating technological advancements to varying degrees. The most prolific outcome of this change has been in the modality of information transfer since the classroom teacher is no longer limited to the confines of the study center. This is further proof of the inroads that blended learning and flipped classroom scenarios have made. The effect of blended modes of information transfer is evident across the skills of the English language. In this paper I have attempted to capture how the new modality affects the writing skills of thirty international foundation programme students at a private university in Uzbekistan who learn English as a Foreign Language. The study comprises data collected across four months and three writing tasks for the experimental and control groups. The findings of the study suggest that while the blended mode of information transfer has impacted the writing skills of the learners positively in terms of the vocabulary used, grammar, and kind of sentences used, there has been no change in the use of punctuation because of the changed modality. The study has implications for EFL teachers.
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