الفهرس 
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Abstract
This study aimed to investigate the effect of a proposed program based on blending process writing approach with web logs to develop the writing performance and critical reading of EFL prospective teachers. The theorical background consisted of four main sections. The first one was about blended learning in general. The second section dealt with the process writing approach, while the third section tackled weblogs. As for the final section, it was devoted to blending the process writing approach with weblogs. Participants of the study were 50 fourth year english majors at Suez Faculty of Education, and the instruments were: a pre-post writing performance test and pre-post critical reading test. Participants were divided into two equivalent groups: the control group(25 students) and the experimental one(25 students) the experimental group was exposed to the weblogged process writing program(WPWP) while the control group was exposed to the traditional way of teaching (lecturing) Upon the completion of the experimental, all the participants were posttested. Differences in the mean scores of writing performance and critical reading pre and posttests were calculated for each group separately using pairedsamples t-test. A significance was found in the scores of experimental group on the pre and posttest of writing performance while the difference in the mean scores of the experimental group on the pre and post test of critical reading was insignificant. Independent sample t-test was used to calculate the differences in the mean gain scores of the experimental group and those of the control group on the pretests and posttests of writing performance and critical reading.A significant differenc was found between the gain score of the experimental group and that of the control group on the pre and posttest of writing performance in favor of the experimental group, while no significant diffrence existed in the mean gain score of the experimental group and that of the control group on the pre and the posttest of critical reading. No significant correlation existed between the mean gain score of the experimental group on the posttest of writing performance and that of the posttest of critical reading.