Evaluating the Efficacy of Blended Learning on EFL Writing Achievement: A Quasi-Experimental Study in a Pakistani Secondary School

Abstract

This study investigated the impact of Blended Learning (BL) on the English as a Foreign Language (EFL) writing achievement of secondary school students in Pakistan. Utilizing a quasi-experimental pre-test/post-test design, 80 students from two intact Grade 10 sections were divided into an Experimental Group (n=40), receiving blended instruction via Google Classroom and face-to-face sessions, and a Control Group (n=40), receiving traditional instruction. Data were collected using standardized writing tests and analyzed through independent and paired samples t-tests. Findings indicated that the Experimental Group significantly outperformed the Control Group in the post-test with the highest gains observed in organizational structure and grammatical accuracy. The study concludes that integrating digital platforms into the traditional Pakistani EFL classroom enhances writing proficiency more effectively than conventional methods.