Can Active Blended Learning Instruction Enhance Reading Comprehension?

Autor/inn/en	Berrin Köseoglu; Alev Ates Çobanoglu
Titel	Can Active Blended Learning Instruction Enhance Reading Comprehension?
Quelle	In: Journal of Computer Assisted Learning, 41 (2025) 4Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berrin Köseoglu) ORCID (Alev Ates Çobanoglu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.70066
Schlagwörter	Forschungsbericht; Test; Fragebogen; Blended Learning; Reading Instruction; Reading Comprehension; High School Students; Reading Skills; Reading Improvement; Reading Tests; English (Second Language); Foreign Countries; Second Language Instruction; Second Language Learning; Active Learning; Reading Motivation; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Leseunterricht; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading skill; Lesefertigkeit; Lesetest; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; Aktives Lernen; Lesemotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08