الفهرس 
Study Problem and its contextOnly 14 pages are availabe for public view
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Abstract
This study aimed to investigate the effectof blended learning on fourth graders’ English writing skills and their attitudes towards it . The sample of the study consisted of (40) pupils distributed into two groups. One of the groups represented the control group of (20) pupils and the other represented the experimental one of (20) pupils. The groups were chosen from AS Salheia primary Model institute,where the researcher works as an EFL teacher of the fourth graders. A blended learning program was used in teaching the experimental group, while the regular method was used in teaching the control one in the first term of the academic year (2017-2018). The instruments are a writing skills test with (30) items was designed and validated to beused as a pre and post-test ,and an attitudes’ scale was used to measure pupils’ attitudestowards blended learning program in teaching writing skills. The scale was divided into fourdimensions.The hypotheses were accepted.The results indicated that there were statistically significant differences at between themean scores of the experimental group on the post test of writing skills,pupils’ attitudes and those of thecontrol group. Also, the results revealed that Blended Learning program has a positive influence on writing skills and pupils’ attitudes towards the program. Based on the findings,the study recommendedthe necessity of using blended learning program to enhance writing skills for the fourthgraders. It was also suggested that further research should be conducted on the effect ofblended learning on other English language skills.