Applying blended learning to enhance english reading comprehension for students at a secondary school in thai nguyen city

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––– TRAN PHUONG THAO APPLYING BLENDED LEARNING TO ENHANCE ENGLISH READING COMPREHENSION FOR STUDENTS AT A SEC

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––– TRAN PHUONG THAO APPLYING BLENDED LEARNING TO ENHANCE ENGLISH READING COMPREHENSION FOR STUDENTS AT A SECONDARY SCHOOL IN THAI NGUYEN CITY M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––– TRAN PHUONG THAO APPLYING BLENDED LEARNING TO ENHANCE ENGLISH READING COMPREHENSION FOR STUDENTS AT A SECONDARY SCHOOL IN THAI NGUYEN CITY M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Thi Thu Hoai Ph.D THAI NGUYEN – 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ TRẦN PHƯƠNG THẢO ÁP DỤNG HỌC KẾT HỢP ĐỂ NÂNG CAO KỸ NĂNG ĐỌC HIỂU TIẾNG ANH CHO HỌC SINH TẠI TRƯỜNG THCS Ở THÀNH PHỐ THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Thị Thu Hoài THÁI NGUYÊN - 2023 i DECLARATION I hereby declare that the thesis "Applying Blended learning to enhance English reading comprehension for students at a secondary school in Thai Nguyen city” is the result of my own research, except for sources cited in the references It does not incorporate any material previously written or published by others except that indicated in the citations and references No part of the thesis has been previously submitted to qualify for any other academic degree Approved by Author’s signature SUPERVISOR Nguyen Thi Thu Hoai, PhD Tran Phuong Thao ii ACKNOWLEDGMENTS The researcher would like to acknowledge the great assistance received from a number of people in the course of conducting the research I highly treasure the important role they played in making the completion of this minor thesis a success First of all, I am deeply indebted to my supervisor, Dr Nguyen Thi Thu Hoai, for her dedicated reading, editing, and comments, she provided specific comments and invaluable suggestions on my thesis throughout the time of researching and writing this thesis Secondly, I would also like to thank all the research participants, the students of class 7A1, for their enthusiastic cooperation and valuable comments in the questionnaires and interviews Without it, the research would not be complete Finally, I would like to send a million thanks to my beloved family, who have been by my side throughout stressful times, encouraging me to complete my studies iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii LIST OF ABBREVIATIONS v LIST OF TABLES vi LIST OF FIGURES vii ABTRACT viii CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aims of the study 2 1.3 Scope of the study 2 1.4 The significance of the study 3 1.5 Methodology of the study 3 1.6 Structure of the thesis 3 CHAPTER 2 LITERATURE REVIEW 5 2.1 Definitions of Reading 5 2.2 Reading comprehension 6 2.2.1 Definition 6 2.3 Teaching reading comprehension 8 2.4 Attitude in language learning 9 2.4.1 Definitions of attitude 9 2.4.2 Student’s attitude toward using Blended learning in language learning 10 2.5 Blended leaning in English reading comprehension 11 2.5.1 Definition of blended learning 11 2.5.2 Essential keys in Blended Learning 12 2.5.4 The Enriched-virtual model 14 2.5.5 Benefits of blended learning in English reading comprehension 16 2.5.6 The online learning applications of the study 17 2.6 Previous studies 23 2.7 Summary 25 iv CHAPTER 3 METHODOLOGY 26 3.3 Research design 26 3.1 Action research 26 3.2 Action research model 27 3.4 Data collection instruments 29 3.4.1 Data collection procedure 29 3.4.2 Pre-test 33 3.4.3 Post-tests 33 3.4.4 Questionnaire 33 CHAPTER 4 FINDINGS AND DISCUSSIONS 35 4.1 Research findings 35 4.1.1 Pre-test 35 4.1.2 Post-test 1 37 4.1.3 Questionnaire 41 4.2 Discussion 45 4.2.1 Research question 1: Effective of blended learning on students' reading comprehension 45 4.2.2 Research question 2: Students' attitudes toward the use of blended learning in their English reading comprehension 46 CHAPTER 5 CONCLUSION 48 5.1 Concluding remarks 48 5.2 Suggestion 48 5.2.1 Teacher 49 5.2.3 Further researchs 49 APPENDIX 1: REVIEW EXERCISES ON GOOGLE CLASSROOM 56 APPENDIX 2: VOCABLARY ON QUIZLET 58 APPENDIX 3: READING PRE- TEST 59 APPENDIX 4: READING POST – TEST 1 64 APPENDIX 6: QUESTIONNAIRE 71 EFL v BL AR LIST OF ABBREVIATIONS ELT ELLs English as a Foreign Language ESL Blended learning F2F Action research SPSS English Language Teaching English Language Learner Students of English as a Second Language Face to face Statistical Package for the Social Sciences vi LIST OF TABLES Table 2 1 The Enriched-virtual model framework (Ayob et al, 2020) 15 Table 3 1 The procedures of the study 29 Table 3 2 Teaching Syllabus 30 Table 4 1 Descriptive statistics of pre-test Descriptive Statistics 35 Table 4 2 Descriptive statistics of post- test one Descriptive Statistics 37 Table 4 3 Descriptive statistics of post- test two Descriptive Statistics 39 Table 4 4 The results of students' perceptions on the use of online learning platforms to improve reading comprehension .41 vii LIST OF FIGURES Figure 2 1 Blended Learning Framework adapted from (Lalima & Dangwal, 2017) 12 Figure 2 2 Different models of Blended learning (Stake and Horn, 2011) 13 Figure 2 3 Examples of Enriched virtual model (Staker et al, 2012) 15 Figure 2 4 Examples of Enriched virtual model (Staker et al, 2012) 15 Figure 2 5 Google classroom application for the study 17 Figure 2 1 Quizlet as the Virtual Gamified Vocabulary Learning tool in the researc 22 Figure 2 6 Learning tasks on Quizlet 21 Figure 3 1 The action research cycle, Burn, A (2010) 27 Figure 4 1 Results of the pre-test scores 36 Figure 4 2 The results of post- test one 37 Figure 4 3 The comparison results of pre-test and post-test one 38 Figure 4 4 The results of post- test two 39 Figure 4 5 The comparison of the post-test one and post-test two 40 Figure 4 1 The comparison of pre-test and post-test 2 43 Figure 4 7 Cognitive component 43 Figure 4 8 Affective component 44 Figure 4 9 Behavioral component 45