Using Student-Centered Learning  to Enhance  EFL Secodary Stage Students’ Writing Performance  in a Hybrid Learning Environment.

ِAhmed, Gamal  Abdulrady  Reda  Ahmed; Abdel Aziz, Manal Mouhammed; Hassan, Amira  Ibrahim

doi:10.21608/buhuth.2024.310405.1739

Using Student-Centered Learning to Enhance EFL Secodary Stage Students’ Writing Performance in a Hybrid Learning Environment.

Document Type : Academic research papers

Authors

¹ Curriculum &amp; Instruction Department .Faculty of Women for Arts, Science and Education .Ain Shams University.

² Curriculum & Instruction Department Faculty of Women for Arts, Science and Education.Ain Shams University

³ Faculty of Women for Arts, Science and Education. Ain Shams University

10.21608/buhuth.2024.310405.1739

Abstract

Abstract

The present study aimed at investigating the effect of using student-centered learning approach in a hybrid learning environment to enhance EFL secondary stage students’ writing performance. The study used pre-post experimental one-group design. Thirty first-year EFL secondary stage students of Al shimaa Secondary School for Girls constituted participants of the study. A pre-post writing performance test—prepared by the researcher—was administered to achieve the study aims. Students were pretested, to identify their entry level of writing performance. Then, students were introduced and adequately trained through the suggested Student-Centered Learning Writing Performance Program in a Hybrid Learning Environment on how to enhance their overall writing performance skills and its sub-skills. At the completion of the experiment, all participants were post tested to measure the effect of the treatment. Paired-samples t-test revealed a statistically significant improvement in participants' writing performance (t=35.35) at the level of(0.01) with a large effect size (η2=0.99) between the pretest and the post test in favor of the post test. Therefore, it was concluded that student-centered learning in a hybrid learning environment had a significant effect on Egyptian EFL secondary stage students’ writing performance. Based on these results, it was recommended that student-centered learning approach should be used in teaching EFL classes in general and in facilitating EFL writing in particular and that hybrid learning environment could be integrated into teaching EFL classes due to their two-folded advantages for both students as well as teachers.

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