The Impact of a Project-Based Blended Learning Program on Improving EFL Secondary Stage Al-Azhar Students' Productive Language Skills

Abstract
This research aimed at studying the impact of a project-based blended learning (PBBL) program on improving EFL secondary stage Al-Azhar students' productive language skills. The participants of this research were (58) second year Al-Azhar secondary stage students at Fisha Banah and Meet Masoud Secondary Institutes, Aga, Dakahlia, Egypt. The research adopted the quasi-experimental design using two groups: an experimental group (n= 28) and a control one (n= 30). To collect data, the researcher used four instruments: an EFL listening skills test, an EFL speaking skills scoring rubric; an EFL writing skills test, and an EFL writing skills scoring rubric. The researcher taught both groups: the experimental group was taught through the PBBL program, while the control group was taught through the regular method of teaching. Research results revealed that there were statistically significant differences between the mean score of the experimental group and the control group in the EFL speaking and writing skills tests in favor of the experimental group. Moreover, the effect size of the PBBL program was found to be high. Thus, this research recommended using PBBL program as a useful strategy in teaching the four skills of the English language at different educational stages.                                                
Key words: Project-based blended learning, Productive language skills, EFL