الفهرس 
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Abstract
The purpose of this study was to investigate the use of using a blended learning program in teaching writing to enhance the use of the 21st century skills (critical thinking, creative thinking, communication, and collaboration skills) of Faculty of Education third year English Majors. The study adopted a quasi – experimental design using two groups: an experimental group (n = 30), and a control one (n = 30). The instruments of the study included a list of collaboration skills, a list of critical thinking skills, a list of creative thinking skills, a list of communication skills, a 21st century skills test, and an observation checklist for 21st century skills. The experimental group was trained through the blended learning program in teaching writing while the control group was taught through regular method of teaching. Study results revealed that there were statistically significant differences between the mean scores of the experimental group and the control group students in the 21st century test and the 21st century skills observation checklist in favor of the experimental group. Moreover, the effect size of the blended learning program was found to be large. Therefore, this study revealed that the blended learning program proved to be effective in enhancing the 4Cs skills of the experimental group.
Key words: blended learning – 21st century skills.