Today, a majority of people appear to agree that with the rapid development of English, writing skills cannot be isolated as a standout amongst the most critical skills ((Ali & Hasanah, 2014; Asrifan, 2015). Mustafa and Samad (2015, p. 32) identified two roles of writing for English learners. To start with, it promotes the learners’ thinking skills, manages their ideas, and enhances their ability in concluding, analyzing and criticizing. Also, it encourages learning, thinking and reflecting on their ability in English. Besides, H Douglas Brown (2007) emphasized that writing is an ability that cannot be produced naturally. Writing is often viewed as a result of the thinking, drafting and revising process that requires particular skills.

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The study aims to develop oracy building instruction in a blended-learning environment and to investigate the effects of students' oracy skills after implementing the speaking and listening building instruction via blended-learning environment. Twenty-nine high school students in a public school in Rayong were chosen as the sample group.The finding reveals that there was a significant improvement of the participants' English oracy skills after taking the course, and the students had positive opinions towards oracy building instruction via blended-learning environment. This research provides empirical evidence for the effectiveness of blendedlearning environment and gives useful insights for future students, teachers, and institutions in teaching oracy skills of English.

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