Does Blended Learning Approach Affect Madrasa Students English Writing Errors? A Comparative Study

Abstract

Previous studies analyzed errors in English as a second language writing in school or university; no work has been conducted on Indian Madrasa (Islamic institution) students’ errors in English writing. The current study analyzes Madrasa students’ English writing errors. The students were grouped into an experimental group (EG) and control group (CG) and engaged for twenty-eight days, where only EG learners received blended learning (BL) treatment. The investigation used a pre-and post-test purposive design across all the groups. The errors were spotted from their write-ups belonging to morphological, syntactical, and orthographical categories. Next, errors were analyzed both quantitatively and qualitatively. Though the results revealed that both groups committed errors in all seven categories: morphological (article and preposition), syntactical (tense and word order), and orthographic (capitalization, spelling, and punctuation) types, EG’s errors were fewer than CG’s. This implies that BL can lead to effective remedial writing in Madrasa classrooms. In addition, EG’s pre-test scores were also greater than post-test scores, which has implications for adopting BL at different Madaris in India.