AbstractIn the new digital age, educational technology has been commonly integrated to improve educational practices. Despite the existence of basic facilities in secondary schools of Libya, the use of technology has not been officially encouraged and practiced by instructors. Likewise, there is no empirical account on how technology implementation could improve secondary school students’ writing performance. This study aimed to explore how students’ engagement in a Station Rotation Model (SRM) using a blended learning approach, could improve their writing performance. This study employed a quasi-experimental design, which includes 51 second-graders for the experimental (26 students) and control group (25 students) in a Libyan secondary state school in Alkhoms, Libya. The comparison of the students’ pre-test and post-test writing scores on a 300-word essay indicated a significant improvement in their performance. This study employed a qualitative instrument to investigate students’ per.....