A Blended Integrative Language Teaching Approach-Based Program for Developing EFL- Non-Majors' English Language Knowledge and Digital Literacy Skills

Document Type : Original Article

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Curriculum and EFL Instruction, Faculty of Education, Minia University, Egypt

Abstract

The present study was conducted to investigate the impact of a blended program using integrative language teaching approach on developing EFL non- majors' English language knowledge and digital literacy skills. The study used the quasi-experimental research method (pre-post control-experimental design). Sixty participants enrolled in the first year at the Faculty of Engineering were randomly assigned to two intact groups: a treatment group (n=30) and a control group (n=30). The participants in the treatment group were trained and instructed using a blended integrative language teaching approach-based program whereas their counterparts in the control group did not receive such training as they received regular instruction. Instruments of the study included a needs- analysis survey of grammar structures, a needs- analysis survey of academic writing conventions, A needs-analysis questionnaire of English language topics, a needs-analysis questionnaire of digital literacy skills, a test of English language knowledge and a scale of digital literacy skills. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the control group in the post-performance on the test of English language knowledge and the scale of digital literacy skills.

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