EFL Teachers’ Practices of Blended Writing Instruction

Abstract

This exploratory case study aims at investigating teachers’ practices under Blended Writing Instruction in terms of the Blended Model adopted, teachers’ instructional process, their role, and their assessment practices in the department of English, in Algiers 2 university. The findings revealed that teachers follow a Rotational Blended Model based on flipped classroom where major instruction is firstly delivered online followed by classroom practice. Teachers’ role is mainly based on preparing materials and assignments to be posted on the platform, and guiding students practice onsite. Assessment is based on assigning online and onsite practice to improve students’ writing. The results of this study are meant to guide authorities to identify the gaps and set effective regulations as far as Blended Writing Instruction is concerned.