الخلاصة:
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
