BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS

Abstract

In academic reading classes in English Language Teaching Department, students are expected to read articles critically in their field; however, many students do not seem to apply much effort in reading course materials. Most of the students devote an insufficient amount of time and energy in reading and attend class without having read texts. It seems that there is a need to improve reading practices in ELT Department. In order to solve the problem, a blended learning model supported by Edmodo was incorporated. The aim of the study was to examine whether blended learning can help enhance reading engagement and comprehension. The comparisons between treatment and control groups showed that blended learning allows for a collaborative learning environment. The results indicated that students become more engaged with the text, spend more time to read and complete assignments when blended learning model supported by Edmodo is used and in a blended learning environment, students get better comprehension scores in their academic reading course. The study supported evidence for the effectiveness of blended learning in an academic reading course and concluded that collaboration provided through blended environment increases reading engagement and comprehension.