The aim of the present study is to investigate the effectiveness of the blended approach techniques for promoting EFL writing skills and changing passive attitudes towards writing into positive ones. The design of this study is pre-post, experimental-control group. The sample of this present study include first year Nursing students, Wolkite University (N = 56). They were assigned into two groups: the experimental group (N= 28) and the control group (N= 28). The experimental group students were taught using blended approach techniques, while the control group did not receive any training except the conventional method. The instruments of the present study include a writing test and a rubric for correcting it prepared by the researchers and judged by two instructors. The writing test was applied on the study sample before and after the implementation. Results of the study revealed that EFL writing skills and attitudes improved among experimental group students as a result of using blended writing techniques.

writing skill, attitude, EFL, blended approach