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The current study aimed at investigating the impact of blogs on the development of 9th grade students’ written composition skills. The study sample consisted of )147( male and female students selected by using the convenience sampling method from two schools in Amman, Jordan. Then, the students were distributed randomly into a control group )a male section and a female section( taught by the traditional teaching method and an experimental group )a male section and a female section( taught by the blogs. A written composition test was developed to measure students’ written composition in order to answer the research questions. Its validity and reliability were addressed. The study found that there were statistically significant differences in the performance of written composition skills attributed to the teaching method in favor of the group taught by the blogs. The results also showed that there were no statistically significant differences in the performance of written composition skills attributed to gender or to the interaction between the teaching method and gender.

The Impact of Blogs on the Development of Written Composition Skills