A Development of a Blended Learning Model for English Reading Instruction to Enhance Reading Achievement of University Students

Abstract

AbstractIn the midst of multilingual societies and digital information depletionaround the world, English reading skill obviously becomes an importantskill for language learners. This is because it can acquire the successful learning especially in the world which has rapid advancement of educationand technology. The ability to read is to assist strengthening the individual learning endlessly and give opportunities for improving the students’ life byacquiring more knowledge from various forms of media in order to achievepersonal, occupational, and professional goals. During the past few years,there are many studies which support the students’ learning achievementwith the blended learning. This is with the reason that it can enhance the students’ learning autonomy, interactivity, and lifelong learning. Moreover,it can benefit both face-to-face and virtual modes of instruction, provides learning speeds and various learning styles, and also helps individual students to meet their own goals at their own pace. The purposes of this study are to develop and examine the quality of a blended learning model, implementand study the results, and explore the students’ attitudes toward a blended learning model for English reading instruction. The instruments used areconsisted of semi-structured interviews, the instructional model and documents,the English Reading Comprehension Test, and the questionnaire. The result shows that a blended learning model is appropriate for the students andcan support the students’ reading achievement at the significance level .05 .Moreover, the students’ attitudes toward a blended learning model for Englishreading instruction are high.