THE EFFECTS OF BLENDED LEARNING ACTIVITIES ON READING COMPREHENSION PERFORMANCE FOR HIGH SCHOOL STUDENTS IN VIETNAM
Main Article Content
Abstract
Blended learning has piqued the interest of many scholars in the field of language teaching and learning. The purpose of this study is to see how blended learning activities on Moodle LMS affect the reading comprehension of 12th graders at Tan Chau High School. It also seeks to investigate these students' attitudes on the use of mobile learning activities on Moodle LMS using a quasi-experimental approach with 84 twelfth-grade students. Three instruments were used to collect data: pre and post reading proficiency tests, questionnaires, and semi-structured interviews. The study's findings revealed that after treatment, there was a significant difference in reading comprehension between the control and experimental groups. Participants in the experimental group were much better at reading comprehension than those in the control group after being educated with blended learning activities on Moodle LMS. Furthermore, many participants had favorable impressions of Moodle's blended learning activities. The study's findings revealed that using blended learning activities on Moodle LMS can help students enhance their reading comprehension.
Keywords
Blended learning, EFL teaching, mobile learning, Moodle, reading comprehension
Article Details
References
Bataineh, R. F., & Mayyas, M. B. (2017). The utility of Blended Learning in EFL reading and grammar: A case for moodle. Teaching English with Technology, 17(3), 35-49.
Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering E-Learning. In Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. Retrieved from https://doi.org/10.4324/9780203961681
Bidder, C., Mogindol, S. H., Saibin, T. C., Andrew, S. A., & Naharu, N. (2016). Students’ perceptions of Blended Learning and achievement. In Envisioning the future of online learning, 213-225. Springer.
Birgani, M. B., & Kheirzadeh, S. (2018). Exploring the Effectiveness of Blended Learning in Improving Reading Comprehension among Iranian EFL Students. Journal of Applied Linguistics and Language Research, 5(1), 106-120.
Castro, K. R. (2017). The impact of Moodle-based worksheets to enhance students’ reading comprehension. Unpublished master’s thesis, Universidad Externado de Colombia, Colombia.
Day, R. R., & Park, J. (2005). Developing Reading Comprehension Questions. Reading in a Foreign Language, 17(1), 60-73.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University press.
Duong, T. (2019). Result discrepancies exclude Vietnam from PISA rankings. Vnexpress.
Ghosh, J. (2015). A comprehensive book for cat aspirants. V&S pulishers.
Griffee, D. T. (2012). An introduction to second language research methods. In New York: TESL-EJ Publications.
Gyamfi, S., & Gyaase, P. (2015). Students’ perception of blended learning environment: A case study of the University of Education, Winneba, Kumasi-Campus, Ghana. International Journal of Education and Development Using ICT, 11(1).
Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Education in a Changing Environment, 1-12.
Joh, J., & Plakans, L. (2017). Working memory in L2 reading comprehension: The influence of prior knowledge. System, 70, 107-120. Retrieved from https://doi.org/10.1016/j.system.2017.07.007
Kumar, V., Boorla, K., Meena, Y., Ramakrishnan, G., & Li, Y. F. (2018). Automating reading comprehension by generating question and answer pairs. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10939 LNAI, 335-348. Retrieved from https://doi.org/10.1007/978-3-319-93040-4_27
Liu, X., Liu, Y., & Tu, J. F. (2020). Multimedia technology and learner autonomy: An experimental study for asymmetric effects. Symmetry, 12(3). Retrieved from https://doi.org/10.3390/sym12030462
Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68(6), 2839-2852.
Miller, S., & Pennycuff, L. (2008). The Power of Story : Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
Nor Ashikin, A. M., Ahmad Ashaari, A., & Pandian, A. (2012). Utilising a Social Networking Website as an Esl Pedagogical Tool in a Blended Learning Environment : An Exploratory Study. International Journal of Social Sciences & Education, 2(1), 1-9.
Phuong, Y., Huynh, H., & Huynh, H. (2019). Students’ perceptions of a blended learning environment for English training at a university in Vietnam. Can Tho University Journal of Science, 11(3), 57-64. Retrieved from https://doi.org/10.22144/ctu.jen.2019.039
Raharjo, D. H., Mayuni, I., & Emzir, E. (2020). Improving the Students’ English Skills through Online Activities in Moodle Platform. Langkawi: Journal of The Association for Arabic and English, 6(1), 55. Retrieved from https://doi.org/10.31332/lkw.v6i1.1846
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144, 103701. Retrieved from https://doi.org/10.1016/j.compedu.2019.103701
Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333-341. Retrieved from https://doi.org/10.1016/j.chb.2016.02.074
Sahin-Kizil, A. (2014). Blended instruction for EFL learners: Engagement, learning and course satisfaction. Jalt Call Journal, 10(3), 175-188.
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51-54.
Tran, K. N. N. (2016). The adoption of Blended E-Learning technology in Vietnam using a revision of the Technology Acceptance Model. Journal of Information Technology Education: Research, 15(2016), 253-282. Retrieved from https://doi.org/10.28945/3522
Tran, N. C., & Le, X. M. (2021). EFL high school students’ perceptions of benefits and challenges of blended learning in reading lessons: A case in the Mekong Delta. International Academic Journal of Education & Literature, 2(5), 46-52. Retrieved from https://doi.org/10.47310/iajel.2021.v02i05.006
Uzir, A., & Ga, D. (2019). Transforming Learning with Meaningful Technologies. In Ec-Tel 2019 (Vol. 11722, Issue September). Retrieved from https://doi.org/10.1007/978-3-030-29736-7
Viktoria, D., Polina, L., Natalia, A., Lilia, N., & Evgenia, E. (2018). Virtual and Augmented Reality in Language Acquisition. Retrieved from https://doi.org/10.2991/ictppfms-18.2018.38
Vu, N. N. (2016). Mobile Learning in Language Teaching Context of Vietnam: An Evaluation of Students’ Readiness. Journal of Science, HCMC University of Education, 7(85), 16-27. Retrieved from http://www.vjol.info/index.php/sphcm/article/viewFile/24861/21273
Vu, N. N., & Thu, D. T. M. (2015). The use of Facebook group as an online educational tool in teaching writing to high school students. Journal of Foreign Language Studies, Hanoi University, 43.
Vymetalkova, D., & Milkova, E. (2019). Experimental verification of effectiveness of english language teaching using MyEnglishLab. Sustainability (Switzerland), 11(5), 1357. Retrieved from https://doi.org/10.3390/su11051357