Abstract
The challenges that the whole world have to deal with since Covid-19 pandemic headed all systems in most countries to find solutions. Most countries continued the learning process through online platforms. As a result, there is a need to examine online applications in teaching EFL. Moreover, considering the impact of reflecting students' lives inside their schoolrooms so they can feel the relevance between real life and what is taught inside classrooms, teachers should echo the use of recent technology within the schoolrooms. Providing opportunity for EFL students to mirror their real communication, share experience and communicate through blogging is considered a significant footstep for developing their skills. The purpose of the current study was to examine the impact of merging 6TS approach and blogging in developing university students critical reading and writing skills. It was predicted that university students receiving training program based on merging 6TS approach and blogging would develop their critical reading and writing skills. Questions articulated to realize the aim of the study focused on: determining critical reading and writing skills suitable for university students and Finding out differences between experimental and control group regarding pre- and post- test for critical reading and writing skills. A critical reading checklist, writing skills checklist, pre-post critical reading test, and pre-post writing skills test were used for data collection. The statistical analysis of the results verified that merging 6TS approach and blogging confidently impacts students critical reading and writing skills.