This study attempted to examine the effectiveness of a writing course designed with the process genre approach (PGA) and a blended learning approach (BLA) for pre-service English language teachers, who are at the same time EFL learners. It also aimed to investigate the attitudes of pre-service EFL teachers towards different approaches to teaching writing after being exposed to the aforementioned approaches. A mixed methods approach was adopted to effectively answer all of the research questions posed through an action research design. Students' performances throughout the course were quantitatively evaluated to determine their progress and hence the effectiveness of the course. Data were collected through interviews from 16 participants who took part in the writing course (Stage I) and 17 participants who did not take part in the writing course (Stage II), and through lecturer observation.

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Assist. Prof. Dr. Hanife Bensen has been teaching since 2003. Her field of interest involve English Language Education in general, and EFL Teaching and Teacher Education in particular. Assist. Prof. Dr. Çise Çavu ölu has been teaching for 13 years. Her expertise include Sociolinguistics, Teacher Education and Language Teaching.