Using Blended Learning in Improving Reading Comprehension Skills for Secondary Students
DOI:
https://doi.org/10.59573/emsj.7(3).2023.18Keywords:
blended learning, reading comprehension, secondary schools, English language teaching and learningAbstract
The current study investigated the use of blended learning in improving reading comprehension skills for 10th graders in a local secondary school in Vietnam. Adopting experimental research design, the study aimed to identify the challenges that 10th-grade students face with reading comprehension, clarifying the extent to which blended learning improves students' reading comprehension, and determine students' opinions of the use of blended learning in the teaching and learning of English reading comprehension. Sixty 10th-grade students and four high school teachers of English language were invited to participate in the research as participants. 30 students in the experimental groups were offered online reading classes supplemented to their traditional ones while the control group followed the school conventional syllabus. Data from the questionnaires show that blended learning was not a frequent practice in this selected school. The test results, however, indicated blended learning was effective in improving students' reading comprehension. Moreover, students in the experimental groups revealed positive attitudes towards the use of blended learning in reading class. Therefore, it would be recommended that such form of learning be applied in English language education at high schools in Vietnam to extend the learning environment for students’ better achievement.
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