Exploring Iranian Translation Students` Attitudes of Hybrid Learning Approach To Improve L2 Advanced Writing Skills

Scholars from a variety of fields, study phenomena that can be described under the umbrella term of hybrid learning. These studies have often focused on the EFL learners who need more authentic exposure and the opportunities for the use of hybrid learning tools in both online and offline interaction contexts that certainly can promote the learning. For this purpose, the current research aimed to investigate Iranian translation students` attitudes about the use of hybrid learning approach through telegramming to teaching L2 advanced writing skills. Based on the results of an OPT (Oxford Placement Test), 45 homogeneous intermediate students out of 98 available students at Islamic Azad University Khorasgan (Isfahan) Branch were selected. The students took advanced writing classes in hybrid group (HG = 45) through synchronous and asynchronous interaction telegramming. The students were administered a writing pretest to make sure the students proficiency level were equal in terms of writing skills. Pre and post writing tests were evaluated based on a rubric- scoring model including components of writing; namely organization, spelling, grammar, punctuation, word choice, and thus the overall writing ability was used Alternatively, at the outset and at the end of the course, an attitude questionnaire was handed out to the students in the HG that the findings indicated that the HG learners had more positive attitudes toward using hybrid learning in L2 advanced writing skills. Notably, the finding of present study may benefit EFL practitioners in general, language teachers, material developers and course designers in particular.

کلیدواژه ها:

Academic L2 Writing ، Blended learning ، Face to Face‚ Hybrid Learning ، Online and Offline Interaction ، Synchronous and Asynchronous Interaction ، Telegram