Applying Blended Learning as an Effective Model for EFL Learners’ Reading Comprehension
- 10.2991/assehr.k.211225.002How to use a DOI?
- Blended Learning; Reading Comprehension; English Language Teaching
As an alternative solution to resolve various reading comprehension problems in the EFL context, it is necessary to implement a blended learning model which combines both online and face to face teaching modes. This study seeks to investigate the effectiveness of the blended learning model on students’ reading comprehension in terms of the literal and interpretative level of comprehension. The research design was a quasi-experimental study using a sample of 60 students in the eleventh grade at SMAN 22 Makassar. Before the experiment was performed pre-test and post-test were conducted to measure students’ reading comprehension. The findings indicated that students taught using a blended learning model, in the form of a face-to-face driver model supported by the Schoology platform, and had significantly made a greater improvement on reading performance. The findings contribute to pedagogical implications where teachers need to be made aware of such a model especially during the pandemic era of Covid-19.
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Abidin Pammu AU - Hamzah A. Machmoed AU - Ani Dyah Astuty AU - Sitti Sahraeny PY - 2021 DA - 2021/12/24 TI - Applying Blended Learning as an Effective Model for EFL Learners’ Reading Comprehension BT - Proceedings of the 2nd International Conference of Linguistics and Culture (ICLC-2 2021) PB - Atlantis Press SP - 7 EP - 11 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211225.002 DO - 10.2991/assehr.k.211225.002 ID - Pammu2021 ER -