الخلاصة:
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.
