Developing EFL Writing Skills and Self-Regulation Using Blended Differentiated Instruction among Fourth Grade Primary Stage Pupils

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1 كلية التربية -جامعة دمياط

2 Professor of Curriculum & Instruction (EFL), Faculty of Education, Mansoura University

3 Lecturer of Curriculum & Instruction (EFL), Faculty of Education, Damietta University

المستخلص

The present research aimed at investigating the effect of using Blended Differentiated Instruction on developing EFL writing skills and Self-regulation among fourth grade primary stage pupils. The research adopted the quasi-experimental design using fifty 4th grade primary stage pupils as the study participants. They were divided into two groups: an experimental group received the Blended Differentiated Instruction treatment, and a control group received the regular classroom activities. Instruments designed by the researcher and used in the research were an EFL writing skills test, a writing skills rubric, and a self-regulation questionnaire. Results showed that the experimental group outperformed the control group both in writing skills and self-regulation due to the experimental treatment. These results indicated that the Blended Differentiated Instruction led to developing pupils' EFL writing skills and self-regulation. It was recommended that Blended Differentiated Instruction should be used in EFL teaching to develop writing skills and other language skills.

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