Nima Alizadeh - Islamic Azad University, Ahar Branch, Iran

The present study measured the impact of blended on-line learning instruction on Iranian EFL learners' writing ability. The participants of study (n = 60)were selected based on their performance on Preliminary English Test (PET). A pre-test was administered to test their current level of writing ability. They were then assigned to two groups of experimental (n = 30) and control (n = 30). The participants of experimental group received 20-session writing instruction in blended on-line environment and the participants of control group received writing instruction through traditional techniques. Their performance was measured by means of post-tests. The result of independent sample t-test between pre-test and post-test showed that there is a significant difference between experimental and control group regarding their writing ability. Blended online instruction improved EFL learners' writing ability. It was also found that there is a significant relationship between participants' frequency of using online classroom and writing. The result of study may help EFL teachers and syllabus designer to gain insights and enhance EFL learners' writing ability.

Blended learning, Online instruction, Blended online instruction , EFL learners , Writing ability ,Blended Language Learning