Using Blended Learning for Developing Complexity, Accuracy and Fluency (CAF) of EFL Millennial Students’ Writings: Links to Anxiety.

Abstract
The current study aimed at exploring the impact of FL writing instruction via the flex model of blended learning on the development of students’ writing complexity, accuracy and fluency (CAF) as well as reducing their writing anxiety levels. The participants of the study were 12 millennial students (those born between 1980 and 1999) studying an Academic English Writing courses in the department of English Language and Translation in the college of Uqulat Assogour, Qassim University in KSA. A case study research method was employed with different techniques for data collection, namely a writing test, semi-structured interviews, observation form, and learning diaries. The students’ responses were analyzed in terms of CAF and anxiety levels using pertinent measures. Qualitative data from learning diaries, observations, and interviews were descriptively analyzed. The main findings of the study revealed that the students showed development in accuracy and fluency and a decrease in complexity in Test 2 than Test 1; however, their Test 2 compositions were considered more understandable but less complex. Second, all students’ levels of anxiety have been decreased to a noticeable degree. Interpretations of the results and pedagogical implications have been portrayed.