Can Active Blended Learning Instruction Enhance Reading Comprehension?

Abstract

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.