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

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