Can Active Blended Learning Instruction Enhance Reading Comprehension?
Background: Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 15 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918262&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918262 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918262 186918262 186918262 10.1111/jcal.70066 186918262 ppf: 1 ppct: 14 formats: tig: atl: Can Active Blended Learning Instruction Enhance Reading Comprehension? aug: au: Köseoğlu, Berrin Çobanoğlu, Alev Ateş affil: Department of Computer Education and Instructional Technology, Ege University, İzmir, Türkiye sug: subj: Students, High School English Language Education Teaching Methods Reading Language Processing Outcomes of Education Program Evaluation Human Randomized Controlled Trials Quasi-Experimental Studies Pretest-Posttest Design Convenience Sample Descriptive Statistics Data Analysis Software Mann-Whitney U Test T-Tests Wilcoxon Signed Rank Test Program Development Male Female Child Adolescence Questionnaires Child: 6-12 years Adolescent: 13-18 years Male Female ab: Background: Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading skills; however, there is a lack of studies that examine the effect of active blended learning, which combines these two approaches for improving reading skills. Objectives: In the light of the relevant studies in the literature, the present study examined the effect of active blended English language instruction on reading comprehension of high school students. Methods: We applied a pretest‐posttest design in a six‐week active blended English language course setting. The learners' perceptions on the contribution of the active blended English course to their reading comprehension in English were also collected. The present study was conducted with 52 learners of 9th grade at a high school in a western city of Türkiye. The data were collected via a reading comprehension test and a course evaluation questionnaire. Results and Conclusions: The findings revealed that active blended English instruction significantly increased performance in reading comprehension in English. The participants of the experimental group expressed positive views on the contribution of active blended learning (ABL) to their reading skills and their learning motivation for English. We suggest that educators can utilise an active blended approach to teaching foreign languages to keep students engaged and motivated for learning in this digital age. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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