الفهرس 
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Abstract
The present study aimed at investigating the effect of the blended learning program in pragmatics on developing English majors’ written communicative competence and attitude towards e-learning. A one group pre-post study consisted of 26 undergraduate third year English majors, at the faculty of education, Assiut University. The tools of the study included the written communicative competence test, the written grammatical competence test, the written discourse competence test, the written pragmatic competence test, the written strategic competence test, the attitude scale, the structured interview and the suggested program. These tools have been employed to measure the effect of the interventional program. Results showed that there were highly significant differences on the pre-post administration of the five tests measuring the written communicative competence and its sub-competences, favoring the post-administration. This reflected the positive effect of the blended learning program in developing the first dependent variable (the written communicative competence). It is worth mentioning here that no significant difference on the pre-post administration of the attitude scale towards e-learning was found. It is recommended that EFL course designers should incorporate aspects of pragmatics in EFL learners’ textbooks. Equally important, educators should consider the application of courses in pragmatics at early stages of studying English as a foreign language.< >Keywords: Pragmatics, Written Communicative Competence, Written Grammatical Competence, Written Discourse Competence, Written Pragmatic Competence, Written Strategic Competence, Blended Learning.