الفهرس 
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Abstract
This research aimed at studying the effect of a project-based blended learning (PBBL) program on improving EFL secondary stage students’ productive language skills and their psychological flow. The participants of this research were (58) second year Al-Azhar secondary stage students at Fisha Banah and Meet Masoud Secondary Institutes for Girls, Aga, Dakahlia, Egypt. The research adopted the quasi-experimental design using two groups: an experimental group (n = 28), and a control one (n = 30). To collect data, the researcher used five instruments: an EFL speaking skills test, an EFL speaking skills scoring rubric, an EFL writing skills test, an EFL writing skills scoring rubric, and a psychological flow scale. The researcher taught both groups: the experimental group was taught through the PBBL program, while the control group was taught through the regular method of teaching. Research results revealed that there were statistically significant differences between the mean score of the experimental group and the control group students in the EFL speaking and writing skills tests; in addition to the psychological flow scale in favor of the experimental group. Moreover, the effect size of the PBBL program was found to be high. Therefore, this research recommended using PBBL in teaching the four skills of the English language at different educational stages.