Using Collaborative Blended Learning to Develop Literacy Skills

Abstract

The study aims to examine the impact of collaborative blended learning on developing first year EFL students’ literacy skills. To this end, a quasi experimental study involving a mixed-methods design was conducted with 100 subjects enrolled in the department of English at the University of Algiers 2, Algeria in the academic year 2017-2018. The findings revealed that CBL proved to be effective in developing the students’ reading and writing ability and raising their awareness of reading and writing processes. The participants also revealed positive views of CBL as this promoted peer-mediated learning, fostered iterative scaffolding and feedback, encouraged group work, and provided them with the opportunity to practise literacy skills in and beyond the classroom