The objectives of the study include the study identifying the challenges that 10th-grade students face with reading comprehension, clarifying the extent to which blended learning improve
INTRODUCTION
Rationale
Reading comprehension is one of the four most important skills in English Without comprehension, people won't be able to understand anything from what they read By understanding what they read, they gather important information and understand scientific theories, historical facts, and new knowledge (Courtney, 2017) For students, reading comprehension is equally important as it will be a skill that allows them to form thinking when learning a language Unique to humans, reading abilities serve as the primary means of communication in daily life These abilities are crucial for the advancement of science as well (Iskandarwassid & Sunendar, 2011; Danče, 2010) Reading abilities, on the other hand, become special because not everyone can utilize them to sell themselves or internalize them as a culture It should come as no surprise that reading comprehension serves as the primary communication instrument and develops into an effective and efficient channel of communication Reading also contributes significantly to the advancement of science, as reading accounts for the majority of knowledge transfer (Salaberry, 2001) Recent studies have demonstrated that reading comprehension will enable a person to think coherently
However, students are facing a lot of problems in learning reading (Hanh & Cuong, 2017) To meet the requirements of improving the quality of these skills, each school and teacher needs to find for themselves an optimal and most appropriate teaching method The application of new methods in teaching is always a priority The education sector also always encourages innovations in teaching methods, practical applications for teaching, or improvement of teaching aids, etc
Many teachers have successfully integrated technology into language instruction and learning in a morally upstanding manner (Whittaker, 2014), but there are many different types of specific technology available, and specific decisions about which technology is appropriate must be made depending on the particulars of a learning environment
In recent years, Blended Learning has gained popularity as an educational approach that combines interactive, online educational materials with traditional place-based learning methods The incorporation of technology presents a challenging scenario in blended learning contexts The combination of in-person and online instruction for language learning courses, particularly receptive skills like reading skills, is an efficient strategy to build the abilities necessary for higher proficiency in English, according to Bataineh and Mayyas (2017) In the school where the researcher works, the application of Blended Learning to teaching reading comprehension is not carried out regularly among teachers Therefore, this study has attempted to provide an extended learning environment beyond traditional school setting to help increase students’ reading comprehension skills.
Aims and objectives
The study aimed at improving reading comprehension skills for 10 th graders in a high school in Thai Binh province through the use of blended learning It investigated how blended learning was employed in English teaching in that selected school Moreover, it sought to clarify the extent to which blended learning improves students' reading comprehension Finally, it determined students' opinions of the use of blended learning in the teaching and learning of English reading comprehension.
Research questions
In order to obtain the research aims and objectives, the study attempted to answer the following specific research questions:
(i) How is blended learning employed in English teaching in a high school in Thai Binh province?
(ii) To what extent does blended learning improve students' reading comprehension?
(iii) What are students' opinions of the use of blended learning in teaching and learning English reading comprehension?
Scope of the study
Although reading comprehension is a challenging skill for almost all English learners, the study was able to focus on 60 10 th -grade high school students only during the second semester to the limitations of time and resources There are three levels of blended-learning but the study only studied at level 2.
Significance of the study
For educational institutions, this study is a stepping stone in studying the Blended learning method when applied to teaching English in Vietnam This is also a measure of assessing the foreign language reading comprehension ability of high school students in particular as well as students in general, thereby giving specific comments and effective teaching methods for blended learning
For teachers, the study provided a useful alternative to teaching English in general and to teaching reading comprehension in particular Students also benefited from a better way to practice and improve their reading comprehension skills
For further researchers, the study supplied a helpful insight into the area and could be used as a helpful source of reference.
Organization of the study
The research paper consists of 5 parts as follows
Chapter 1 discusses the reason for choosing the topic as well as the urgency and basic contents of the research will be presented
Chapter 2 presents the overview of the research and the theoretical basis of the blended learning method.
Chapter 3 deals with the research model based on the questions raised by the research.
Chapter 4 covers the results and discussions about the topic
Chapter 5 serves as a conclusion to the issues discussed by the study.
This chapter presents the theoretical background and literature review regarding reading and blended learning It also discusses previous research related to the topic of the study.
Theoretical background
According to Chad (2008), reading comprehension is the capacity to extract information from texts in order to fully understand the content to make the readers read the entire paragraph so as to learn the secret information However, comprehension is a highly sophisticated cognitive process that involves the reader's deliberate interaction with the text in order to produce meaning In other words, understanding involves work and does not just happen For readers to derive meaning from what they read, they must deliberately and diligently work at it
Zahro (2015) believes that reading comprehension is one of the reading components that is essential for everyone's performance in school and concludes that reading comprehension is the capacity to read text, process it, and comprehend its content Additionally, when students are taught inferential reading comprehension techniques using both verbal and visual cues, their reading comprehension performance may improve (Woolley, 2010)
According to Lubis (2016), reading comprehension is the process by which teachers carry out the text by directing the necessary information from reading texts
In Anderson’s view, reading which requires the harmony of a lot of related sources of information is the process of making meaning from written texts (Anderson et al., 1985) Reading is also the process of generating meaning that entails:
(c) the reading context (Wixson, Peters, Weber, and Roeber, 1987)
In reading tasks, a specific prediction or orientation activity usually comes first These techniques will change depending on the text's main points and how thoroughly you read for thorough comprehension Students may need to read the book more than once in various circumstances
In order to reach the objectives of independence, comprehension, and fluency, students need reading skills
Specific abilities necessary for reading include being able to:
1 To read the written language as meaningful
2 To independently and fluently comprehend everything that is written
3 To engage with the message cognitively
(Adopted from Brown, 2004) Reading skills simply refer to how well you can read, which words you can grasp, how effectively you can use grammar, and how well you can comprehend the meaning of the text you have read.Understanding, assimilating, and remembering stories and ideas expressed through written words are aspects of reading
The levels of reading comprehension were classified by Strain (1976):
1- Cognitive level: readers can understand what the author has written seriously and precisely
2- Interpretative level: readers deduce the meanings and hidden concepts from their own experiences and feelings after understanding the linear relationships in the readable text
3- Applied level: readers can start using knowledge and ideas that they have learned, digested, and used This level takes into account the reader's critical reading skills, originality, and ability to evaluate the author and the text's readability
Based on the classification above, students should be taught how to read critically, make distinctions between important and relevant topics, and read between the lines in readable discourse in order to help them comprehend and understand whatever they read They should then apply these skills in their school and social lives (Strain, 1976)
In order to develop language proficiency, reading comprehension is a crucial component of language learning Additionally, the more in-depth the reading comprehension that students are able to master, the greater talent they will acquire, which depends on how many students comprehend the material in the reading that has been acquired
Leu, Donald, and Charles (1987) list six major components of reading comprehension as follows: a Decoding knowledge
Decoding knowledge is the understanding that readers employ to ascertain the spoken counterpart of a written word Understanding how to decode words is crucial for comprehension since doing so enables readers to understand their meaning Beginning readers typically experience this b Vocabulary knowledge
The ability to identify the appropriate meaning of a word in a given situation depends on one's vocabulary knowledge of word meanings At all grade levels, it's crucial to support students’ vocabulary development, but reading instruction is especially crucial in this regard when students explore the less familiar subject matter with somewhat specialized vocabulary c Syntactic knowledge
The ability to understand sentence structure, or word order, is also essential for comprehension Understanding word order conventions inside sentences allows you to ascertain a word's grammatical function as well as its meaning and sound This is known as syntactic knowledge d Discourse knowledge
The understanding of language organization at levels higher than a single sentence is referred to as discourse knowledge It entails understanding how various writing styles are structured At higher grade levels, discourse knowledge frequently receives more instructional attention e Readiness aspects
Two distinct ideas are referred to as readiness Reading readiness has traditionally been defined as a student's capacity to gain from early reading instruction The skills necessary to read and comprehend any specific printed text are referred to as reading ready Students' ability to grasp written text will depend on their reading readiness level f Affective aspects
Reading is both an effective and a linguistic process The attitude and interest of the reader in reading are two effective components of understanding These improve motivation and aid in comprehension of what is being read It is crucial to take affective aspects like ages and academic levels into account
According to Day and Park (2005), there are six types of reading comprehension:
1- Literal comprehension: recognizing the information and terminology that constitute the text's simple meaning Teachers check the surface meaning first
2- Reorganization: integrating information from several passages of the book to gain a deeper understanding It is predicated on literal understanding
3- Inference: interpreting literal information in light of the reader's background knowledge The text does not expressly state the meaning that is understood in this kind
4- Prediction: Making an assumption about what might occur next or what might happen based on the text read by using the meaning understood from the text and the reader's own expertise
5- Evaluation: expressing an opinion in general about some features of the text
6- Personal Response: expressing sentiments regarding the text and topic in response
Literature review
In the world, there have been many different studies on the Blended Learning method, because it is considered an educational method of modern culture with great progress Specifically, the University of Central Florida has implemented the E-Learning model as well as Blended Learning from a very early age Starting from the application of research with 8 subjects with applied Blended Learning with 125 students participating in 1997, this number has now increased to 503 subjects with Blended Learning with 13,600 students enrolled (Arabasz and Baker, 2003) Or closer to our country, in the Asian region, Hong Kong also has an admirable education In a survey for Hong Kong learners by Lee and Chang (2005), 49% of the surveyed learners prefer the Blended Learning method, and 42% choose the traditional learning method, supplementing E-Learning
Or for individual studies, relevant documents can be found from researchers around the world on this topic According to Brookbank, Grover, Kullberg, and Strawser (1999), using different reading strategies improved students' ability to comprehend what they were reading Poor readers did not attempt to learn reading methods, as demonstrated by Lesgold, McCormick, & Golinkoff (1975), and they read various texts in a similar way According to Ahmadi and Pourhossein (2012), the reading comprehension skills of readers are positively impacted by the reading method Both proficient and less proficient readers' reading abilities were improved by reading strategies Different reading strategies were used by readers, and they were aware of their proper use in various situations Students who learn reading strategies strive to identify a paragraph's main concept, make clear confusing words, phrases, or sentences, and summarize what they have read, according to Ahmadi and Pourhossein (2012) These reading strategies assist readers in handling problems and assessing their planning and performance Cziko (1980) asserts that ESL/EFL students with lower competency focus on the orthographic characteristics of text words, whereas students with higher proficiency rely on discourse, syntactic, and semantic cues
The impact of blended learning on the reading proficiency of Iranian EFL learners was examined by Ghazizadeh and Fatemipour (2017) A quasi- experimental design was utilized to accomplish this Iranian intermediate EFL students were randomly split into two groups The results demonstrated that blended learning had a statistically significant positive impact on the reading proficiency of Iranian EFL students In English language programs, blended learning has the potential to hasten learning, particularly for reading abilities The advantages of blended learning can increase learning opportunities by letting learning take place at the learner's preferred location and time, further learner autonomy by handing over more control and forgoing traditional teacher-centered classes, and motivate students to continue their language studies
Bataineh and Mayyas (2017) investigated the effects of Moodle-enhanced training on Jordanian EFL students' reading comprehension and grammatical abilities Pre-/post-test, quasi-experimental design is used in the investigation A purposeful sample of 32 students was randomly divided into an experimental group (n = 17) and a control group (n = 15) in a language requirement course at a Jordanian public university The study demonstrated that the experimental group outperformed the control group in both reading comprehension and grammar (at 0.05), demonstrating the value of the blended-learning strategy
ICT scholars claim that enhancing instruction and providing instructors and students with additional teaching and learning assistance are two benefits of using ICT in teaching and learning (Salehi & Salehi, 2012; Yunus, Salehi & Chenzi, 2012; Young, 2003) There is no denying that effective ICT use in education improves instruction and fosters student learning Numerous elements have been identified to have an impact on how ICT is used to teach reading in secondary schools The factors at the teacher, school, and system levels are among those listed by Boakye and Banin (2008) How well teachers incorporate ICT into their classes may also be influenced by organizational factors and attitudes toward technology (Chen, 2008) Adomi & Kpangban (2010) identified insufficient school budget, subpar facilities, and a lackluster maintenance culture as further barriers to effective ICT integration into education in the majority of Nigerian secondary schools In a different study, Aduwa-Ogiegbran and Iyamu (2005) examined the primary obstacles to ICT adoption in secondary schools in Nigeria Key obstacles to the use of ICT in secondary education in Nigeria include the high cost of computer hardware and software, a poor infrastructure, a lack of human ICT skills and expertise, and a lack of relevant software that is both linguistically and culturally acceptable for Nigeria The use of ICT in reading comprehension education appears to have run into enough obstacles as a result of these factors Finding the information students need for their coursework still requires teacher assistance It is simpler to impart and explain new knowledge when professors and students meet face-to-face (Arkorful
& Abaidoo, 2015; Hoic-Bozic et al., 2016; Singh, 2003; Spanjers et al, 2015; Vu, 2015)
In Vietnam, there are also studies on blended learning for English language teaching and learning at universities For example, Hanoi University of Industry implemented a Blended Learning model in 2016 with 50% face-to-face learning and 50% online learning in the fields of information technology and foreign languages
Or as for the research of Hung Vuong University, the assessment of learning quality when applying Blended learning is still not high Due to the common ground, students do not have a high sense of self-discipline in studying documents as well as self-studying The perception of students in a class is also diverse Therefore, implementing online learning completely for a certain course is not appropriate This is an outstanding reason why Blended learning has not yet become popular and widely studied in Vietnam There's no denying that face-to-face interactions with teachers and other students and the classroom experience cannot entirely be replaced by online learning However, utilizing Internet resources is a useful way to broaden students' understanding (Hoa, 2019)
Hien (2018) looks into the elements that may affect the success of blended learning in higher education Although blended learning has gained popularity in many countries around the world, in Vietnam it is still a quite novel approach to learning and teaching; therefore, it is essential to determine which factors that may interfere with students' learning in this new approach to make some timely preparations and improvements and make it more effective Some key elements have been uncovered by a literature study of a selection of publications published between the years 2000 and 2018 drawn from the two primary databases, ERIC (Educational Resource Information Centre) and ProQuest After reading these articles in their entirety, researchers identified commonalities and organized them into the following broad categories: learner dimension (students' culture of learning as well as their knowledge and skills for independent learning, computer literacy skills), instructor dimension (teachers' knowledge and skills in employing a blended learning environment, teachers' attitude and perception), and institution dimension (institutional support, technical infrastructure, and student's perceptions of the blended learning environment)
Students' views on the pros and cons of blended learning were investigated in a survey done by Yen et al (2019) at a Vietnamese institution All 165 participants have had two consecutive semesters of experience learning English in a mixed- learning environment More than half of the respondents had positive impressions of the surrounding environment and identified several positive and negative aspects of it However, the research suggests that more teacher participation is needed to make blended learning effective in Vietnam's context
Blended Learning is being used in English classes at a public institution in Vietnam, and Anh et al (2022) are looking into how language major students feel about it One hundred fifty-three first-year students majoring in Chinese, Korean, or Japanese were recruited to participate in this mixed-methods study Six students were selected at random to fill out questionnaires and participate in semi-structured interviews, and the resulting data was transcribed and evaluated thematically Participants generally agree that BL improves digital literacy and motivation and complements classroom learning, as indicated by the results However, technological limitations and a lack of self-regulation abilities were cited as obstacles by these individuals The results provide crucial insight for teachers and students alike into the nature of BL in EFL settings The study's findings and discussion led to a set of suggestions for how EFL instructors and educational institutions might better support their students' BL efforts
Lien, et al (2022) looked into how blended learning activities on the Moodle learning management system affect grade 12 students at Tan Chau High School's English reading comprehension Pre- and post-tests on reading comprehension, questionnaires, and semi-structured interviews were the three methods utilized to gather the data The findings demonstrate a substantial difference in reading comprehension between the experimental group and the control group following the experimental phase Reading comprehension among students in the experimental group was much higher than among those in the control group Students have also given blended learning activities on Moodle positive comments According to research, students can increase their reading comprehension by using blended learning activities on the Moodle Learning Management System
Overall, these studies show that blended learning has a positive impact on the teaching and learning process, noting students' enthusiasm for learning However, the actual research on this method in Vietnam is still limited in terms of scale and new technologies, especially its impact on reading comprehension skills Therefore, this study will analyze the effectiveness of blended learning methods with high school students in Vietnam.
RESEARCH METHODOLOGY
Research design
Experimental research design was employed in order to answer the following questions:
1 How is blended learning employed in English teaching in a high school in Thai Binh province?
2 To what extent does blended learning improve students' reading comprehension?
3 What are students' opinions of the use of blended learning in teaching and learning English reading comprehension?
Nedha (2015) defines "experimental research" refers to research in which the researcher manipulates a variable to make a conclusion or else to present a result Additionally, she stated that an effective method for examining the possibility of causal connections between various factors is an experimental study This approach allows the researcher to manage the independent variable while keeping an eye on the effects of the dependent variable In this research, blended learning was an independent variable while the test scores were dependent variables They have cause-and-effect relationships, in which the use of blended learning can affect the test results
The conceptual framework of the experimental study, in which both groups conducted pre- and post-tests before and after the interventions, is shown in Figure 3.1 below
Figure 3.1 The framework of experimental design (Kilicaslan & Vural, 2018)
Research context
The study was conducted at a high school in Thai Binh province The school has nearly 1500 students and 70 teachers There are 7 English teachers at the school The teachers’ proficiency levels range from B2 to C1 They attend the professional development courses every year The class is equipped with basic facilities, including speakers, and a projector The quality of the internet connection was quite low; therefore, the researcher had to equip herself with a 4G Wifi hotspot Students’ English proficiency is at different levels Every week, they have four periods studying English.
Participants
The present study investigated the application of blended learning in improving reading comprehension skills for sixty 10 th -grade students at a high school in Thai Binh province The participants of the research were sixty 10 th -grade students and four high school English teachers in Thai Binh province
As this research followed an experimental research design, the participants (students) are selected and divided randomly into two groups: control and experimental group Each group consists of 30 students, in which the experimental group received the treatment Based on the comparison between the two groups, the researcher could conclude whether the treatment made any difference There were thirty ten-grader students in the experimental group, thirteen males and seventeen females
Four teacher-respondents of the study were two male and two female English teachers Each of them has had distinct teaching experiences They were the English teachers at the school where the researcher conducted the research
The demographic information of the teachers is summarized in Table 3.1 below:
Table 3.1 The demographic information of the teachers
As could be seen in Table 3.1, there were four English teachers, two males, and two females Each of them has different teaching experience in which, one teacher had eight years teaching English, and others had fourteen, eighteen, and twenty-two years of English teaching, respectively.
Data collection instruments
A questionnaire, as per Greenfield (1996) ought to be short and handily comprehended This will guarantee that the right answers are evoked for the presented questions The simplicity of the questionnaire is dictated by the idea of examining issues within reach Furthermore, the questionnaire ought to provide answers with unambiguous guidelines and poses just those inquiries that are relevant to the research For this study, questionnaires were used to collect data There were questionnaires for both teachers and students
The questionnaire aimed to investigate how blended learning was employed in English teaching in a high school in Thai Binh province The respondents of the survey were four English high school teachers
It was made up of two parts In the first part, the teachers provided demographic information, including their gender, age, and teaching experience There were ten items in the second part, to which the teacher responded by selecting the frequency of applying the given activities in teaching English, based on the Five–Point Linkert scale (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 always) The teachers were expected to complete the survey within fifteen minutes.
There were two questionnaires for students: Pre-questionnaire and Post- questionnaire
The pre-questionnaire was designed to collect data on how blended learning is employed in English teaching The pre-questionnaire consists of two parts In the first part, the students provided their information on their names and gender In the second part, they gave information on how frequently their teachers applied the given activities in teaching English, by selecting the corresponding Five–Point Linkert scale (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always) There were 10 items in this part
It was estimated that the students took no more than fifteen minutes to complete the survey
The post-questionnaire with 23 questions aimed at finding out the students’ attitudes toward blended learning and how blended learning helped them to improve their reading skills The students responded to the questionnaire by specifying their level of agreement, based on the Five-Point Linkert scale (1 = strongly disagree, 2 disagree, 3 = not sure, 4 = agree, 5 = strongly agree
3.4.1.3 The scale reliabilities of the questionnaire items
The Cronbach's Alpha value was used to assess the questionnaire items' reliability The general guideline for determining Cronbach's Alpha value for a dichotomous or Likert scale instrument was offered by Konting et al (2009) Table 3.2 displays this information SPSS version 20 will be used to examine Cronbach's Alpha value
Table 3.2 Cronbach’s Alpha Value (Konting et al., 2009)
Cronbach's Alpha has a value ranging from 0 to 1 The closer the value of Cronbach's Alpha is to 1, the greater the internal consistency of the scale item According to Konting et al (2009), Cronbach's Alpha values above 0.90 indicate excellent reliability, values above 0.80 are good, values above 0.70 are good and acceptable, values above 0.60 are acceptable, and values below 0.60 are unacceptable
The following table presents the scale reliability of the questionnaire items
Table 3.3 Scale reliability of the questionnaire items
As stated in the table, the scale of the questionnaire items ranges from 671 to 893, which means they have acceptable to good reliability
According to edge.sagepub.com, there are both pros and cons of tests In terms of advantages, tests can measure a variety of human traits and enable the comparison of standard metrics among study populations In addition, tests have excellent psychometric qualities (excellent measurement validity) Data from reference groups are accessible Moreover, group testing can be used to administer many tests quickly A test also can offer "hard" quantitative data Furthermore, tests are typically ready to use Then, a variety of tests are provided (the majority of the content can be tapped) Besides, for tests given to groups, a high response rate is observed, and because the data are quantitative, data analysis is simple Weaknesses of tests (especially standardized tests)
However, tests also have some weaknesses Firstly, it can be costly if tests need to be bought for each research subject Secondly, there may be reactive effects, including social desirability In addition, tests might not be suitable for a specific or local population Besides, there are no available probing or open-ended inquiries Moreover, tests can occasionally favor certain groups of people over others Finally, some tests lack psychometric data and there is nonresponse to a subset of test elements a Pretest
Students would be under much pressure with too many tests, the mid-term test at the school was considered the pre-test The results of the pre-test were the results of the reading sections in the mid-term test
The test consisted of two reading passages between 170 and 250 words There were five multiple-choice questions about each reading passage Students had to answer questions about word meaning, main ideas, facts, and inference b Progress Tests
There were two progress tests, which were also the reading parts of the progress tests schedule in the school’s English language syllabus for grade 10 c Post-Test
The post-test was the end-of-term test at the school Like the reading part of the mid-term test, this part of the end-of-term test (post-test) also had two reading passages There were also five questions regarding to the content of each reading passage.
Research Procedure
Firstly, to collect information on how blended learning was used in English teaching, the researcher delivered a questionnaire survey to four high school English teachers and sixty students to learn about how blended learning was employed in English teaching in a high school in Thai Binh province
Then, the levels of the students in both experimental and control groups were determined based on the results of the pretest, which was also the mid-term test To serve the study purpose of this research, the researcher only collected the students’ test results from the reading part After having the results, the researcher made a plan to apply blended learning to the experimental group
This research applied the blended learning teaching model at level 2 (Le, 2018) Along with the traditional lectures, the teacher designed online lessons on Google Forms Discussions and student support were exchanged via Google Classroom in addition to face-to-face meetings Blended learning was applied for twelve weeks These helped to determine how much progress the students had made during the blended learning process
At the pre-class stage, the teacher posted relatively basic knowledge comprehension assignments on Google Classroom and provide independent learning resources for students Students can finish them at their convenience In order to accomplish two-way interaction between teachers and students online, students are required to post their learning experiences and any knowledge points they do not understand in the discussion area The teacher then answered questions via live streaming Instructional assistance was sometimes added in online question- and-answer sessions
In-class instruction focuses primarily on sophisticated learning assignments Teachers and students communicate offline (face-to-face) for immediate interaction, allowing students to better comprehend and retain what they have learned Teachers must disassemble complex knowledge points, explain the essential and challenging sections in depth, and discuss them in small groups based on the varying learning abilities of their students After student discussion, the instructor will supplement the lesson and repeat this cycle until the students comprehend the material Then, students can access online learning resources to review the knowledge points Teachers administered assessments primarily after class to assess students' knowledge and reinforce their mastery of the material
The teacher administered assessments primarily after class to assess students' knowledge and reinforce their mastery of the material Then she and her students discussed the pros and cons of the instructional design, summarized the teaching experience, and implemented the next instructional plan
The implementation plan is demonstrated in the following table:
Week Types of meeting Activities
1 Face-to-face Introduction to the project and the learning tools
Reading for specific information (Names and Figures)
4 Online Practice reading for specific information (Names and Figures)
6 Online Practice Reading for gist
10 Face-to-face Progress Test 2
During the implementation of blended learning, the teacher also collected the results of two progress tests These test results were also taken from the reading sections of the Progress Test at school, which were done offline After the students took the end-of-term test, the researchers collected the results of the reading part and use them as the post-test results This test helped to identify how blended learning could improve students’ reading comprehension
Besides the post-test, the questionnaire was delivered to the students of the experimental group to collect information on their opinions of the use of blended learning in the teaching and learning of English reading comprehension
All of the data were analyzed and compared to draw conclusions on the use of blended learning in improving students’ reading comprehension.
Data analysis
The data analysis of the current research program includes quantitative data analysis Quantitative data collected from the questionnaire in the form of a Likert scale is transferred into SPSS software 20 for analysis The collected statistics will be entered into Excel and used to evaluate the students' reading comprehension and the change before and after learning by the Blended Learning method.
FINDINGS AND DISCUSSIONS
The chapter presents the findings of the study, including and discussions of the research questions: (i) How is blended learning employed in English teaching in a high school in Thai Binh province? (ii) To what extent does blended learning improve students' reading comprehension? (iii) What are students' opinions of the use of blended learning in teaching and learning English reading comprehension?
4.1 The situation of blended learning in English teaching at the selected high school in Thai Binh Province
The situation of blended learning in English teaching at a high school in Thai Binh Province was reflected based on the data collected from the questionnaires delivered to four teachers and sixty students
4.1.1 The situation of blended learning in English teaching from teachers’ perspectives
The following table summarizes the statistics of the teacher’s questionnaire items
Table 4.1 Statistics of Teacher’s Questionnaire Items
Q1 I provide students with both online and offline resources 2.50 577 4
Q2 I use an online platform to keep track of students’ progress 2.50 577 4
Q3 I create online activities for students to be well- prepared before learning in class 2.25 500 4
Q4 I give feedback to students in class as well as via an online platform 2.25 500 4
Q5 I use blended learning for students to do the tasks individually 2.50 577 4
Q6 I use blended learning for students to do the tasks in pairs/groups 2.25 500 4
Q7 I design homework for students to do online 1.75 500 4 Q8 I design tests online for students 2.25 500 4 Q9 I create varied activities that appeal to different learning styles 2.25 500 4
Q10 I have an online forum so that the students can ask for help when they encounter difficulties 2.75 500 4
The mean scores of the items range from 1.75 to 2.75, which means the low frequency of using blended learning in teaching English Of all the items, Q10: “I have an online forum so that the students can ask for help when they encounter difficulties” was the highest frequency (M = 2.75; SD = 500), followed by Q1: “I provide students with both online and offline resources”; Q2: “I use an online platform to keep track of students’ progress”; and Q5: “I use blended learning for students to do the tasks individually” with the same mean score (2.50) and standard deviation (.577) The least frequent was Q7: “I design homework for students to do online” (M = 1.75; SD = 500) Based on the findings, it can be inferred that teachers implemented blended learning at low levels
It was a shortcoming that designing online homework for students was the least frequent as researchers claim there are many advantages for students when teachers use online tools to distribute homework It has been shown that providing students with immediate and personalized feedback increases their motivation to practice the exercises until they have mastered them (e.g., Halcrow & Dunnigan, 2012; Lunsford & Pendergrass, 2016) Employing an online homework system allows students to immediately see their homework grade and receive recommendations to assist them locate the right solution (Davis & McDonald,
2016) This results in a favorable correlation between completing online assignments and overall performance (Eichler & Peeples, 2013; Parker & Loudon, 2013) Finally, students are less likely to engage in dishonest behavior associated with homework copying when given the option to randomize their exercises on these platforms (Bonham, Beichner, & Deardorff, 2001) This finding implies that teachers should be more aware of the benefits of online homework
4.1.2 The situation of blended learning in English teaching from students’ perspectives
There were sixty ten-grader students, divided into two groups In the experimental group, there were thirteen males and seventeen females The control group included fourteen males and sixteen females Both of the groups were invited to reflect their opinions of the situation of blended learning in English teaching in their school
The findings from the students’ opinions on the situation of blended learning in English teaching, collected from the pre-questionnaire were summarized in Table 4.2:
Table 4.2: Students’ Pre-Questionnaire Item Statistics
Q1 Teachers provide students with both online and offline resources 2.53 507 60
Q2 Teachers use an online platform to keep track of students’ progress 2.47 507 60
Q3 Teachers create online activities for students to be well-prepared before learning in class
Q4 Teachers give feedback to students in class as well as via an online platform 2.30 466 60
Q5 Teachers use blended learning for students to do the tasks individually 2.57 568 60 Q6 Teachers use blended learning for students to do the tasks in pairs/groups 2.37 490 60 Q7 Teachers I design homework for students to do online 1.93 521 60
Q8 Teachers design tests online for students 2.40 498 60
Q9 Teachers create varied activities that appeal to different learning styles 2.30 466 60 Q10 Teachers have an online forum so that the students can ask for help when they encounter difficulties
The statistics in Table 4.2 show the students’ opinions on how blended learning was used in teaching English Q10, having an online forum so that the students can ask for help when they encounter difficulties, with M = 2.70 and SD
= 466, was the most frequently used by the teachers, followed by Q5, using blended learning for students to do the tasks individually (M = 2.57; SD = 568) and Q1, providing students with both online and offline resources (M = 2.53; SD = 507)
The results were similar to those found in the teachers’ questionnaires It seemed that the main use of blended learning was to create an online forum for students to be supported in need Secondly, online activities were most used for individuals rather than for group work
4.2 The impact of blended learning on students' improvement in reading comprehension
Sixty students participating in the study were divided were divided into two groups, experimental and control The experimental group was taught using blended learning for twelve weeks, and the control group was taught by traditional methods
The statistics of the tests were then analyzed and compared to conclude how the use of blended learning could improve students’ reading comprehension
Firstly, the development of the students in the experimental group was presented in the following table:
Table 4.3 Experimental Group’s Test Statistics
The data from the above table shows that among the 30 participating students, the mean score has gradually increased across the tests The mean score of 6.87 of the pre-test increased to 7.23, 7.97 of the two progress tests respectively And the mean score continued to increase to 8.27 in the post-test In the pre-test, the lowest score was 4 and the highest was 9 These scores gradually improved through the 2 progress tests with the lowest score of 6 and 7, respectively, the highest score of 9 was unchanged And in the post-test, the lowest score was 7 and the highest score of perfect 10 appeared This shows that the student's learning process has improved, the below average score has disappeared after study process It can be claimed that after twelve weeks, students in the experimental group made good progress in reading comprehension
In terms of students' progress, the following table compares the pre-test and post-test scores of the students in the experimental group to investigate their specific development
Table 4.4 A Result Comparison between Pretest and Posttest of Both Groups
Score Pre-Test Post-Test
Frequency Percent Frequency Percent Frequency Percent Frequency Percent
According to the above statistics, the range of scores that students achieved most runs from 4 to 10, in which the score from 4 to 8 accounts for the highest percentage of 80.1% of students scoring in this range in the pre-test Overall, the score range in the pre-test of the experimental group was similar to that of the control group, with a minimum score of 4 and the maximum score of 10
However, the statistics showed a significant difference in the post-test In the control group, the minimum score was 5 while it was 7 in the experimental group The number of students who got marks 8 and 9 in the experimental group doubled those in the control group
The above data shows the positive progress of students after applying the blended learning method, which also proves that this method is more effective in improving students' reading comprehension than traditional ways
The following table compares the test results of students in both experimental and control groups:
Table 4.5 A Result Comparison between tests average results of experimental and control groups
Groups Pretest Post Test Difference
CONCLUSIONS AND RECOMMENDATIONS
The chapter presents the conclusions, limitations, and proposes some recommendations
5.1 Summary of the research findings
The experimental research design was applied in the study with the participation of sixty 10 th -grade students and four English teachers at a high school in Thai Binh province to answer the following research questions:
1 How is blended learning employed in English teaching in a high school in Thai Binh province?
2 To what extent does blended learning improve students' reading comprehension?
3 What are students' opinions of the use of blended learning in teaching and learning English reading comprehension?
The findings of the study help the researcher to reach the following conclusions:
Firstly, regarding how blended learning was employed in English teaching, the data collection showed that it was not encouraged and applied regularly In terms of use, teachers used online platforms mostly to support students when necessary Teachers also claimed to provide students with both online and offline resources and let students do the tasks individually However, all listed activities were claimed to be used infrequently, with a mean score from 1.75 to 2.75 Homework was mostly delivered offline rather than on an online platform
Secondly, concerning how blended learning improve students’ reading comprehension, it proved to be an effective way to help students improve their reading comprehension skills Specifically, the experimental groups had higher scores after intervention In addition, teaching reading comprehension by blended learning is also more effective than traditional methods This conclusion was illustrated by the difference between the post-test scores of the experimental group over the control group Students found themselves better at understanding reading texts, reorganizing the information of the reading text to gain a deeper understanding, inferring the writer’s implications based on literal information, making an assumption about what might occur next or what might happen based on the text read, understanding the text without being prevented by new words/ phrases, understand more about word meanings, distinguishing some features of the text, doing reading tasks more quickly and precisely, and guessing the meaning of new words based on the contexts They believed that they made the most progress in understanding the text even when there were new words or phrases
In addition, in terms of students' opinions of the use of blended learning in teaching and learning English reading comprehension, the intervention proved to develop the students’ positive attitudes In general, they confirmed that their reading skills improved thanks to blended learning and they preferred blended learning to traditional one In particular, students believed that blended learning enabled them to be better prepared before coming to class, study different learning content, have a more flexible learning schedule, easily interact with friends and the teacher, gain confidence in their reading abilities, actively participate in reading activities, get more support from the teacher and classmates, understand more about word meanings, and evaluate their reading skills Students also recognized the usefulness of classroom reading activities In addition, they enjoyed both classroom and online reading activities
Firstly, the study focused on a small population of samples, including sixty
10 th -grade students and 4 high school English teachers in Thai Binh province, Vietnam The small sample, in some way, resulted in a lack of objectiveness Secondly, the experimental design, which used randomized data, could restrict some possibilities of study findings when studied in small samples In addition, the implementation time was also affected by the time constraints
Based on the research findings, the following recommendations are suggested:
To teachers: Firstly, teachers should provide students with consistent support, especially during the implementation of blended learning (Dettmers et al., 2019; Green et al., 2007; Lee and Browen, 2006) In addition, teachers should also create room for discussions both online and offline to engage students in pre-class, in-class, and post-class activities As mentioned in the previous chapter, students can reap many benefits from online homework Therefore, teachers should invest more time and effort in creating homework for students Teachers need to give students clear directions and help them along the way if they want their homework assignments to be completed successfully (Hagger et al., 2016; Radovanovic & Slisko, 2014) The teachers' conceptual understanding of pedagogy is related to the advice they give their students Teachers' confidence in their students' ability to complete online homework depends on their own familiarity with such tools, as well as that of the students themselves Teachers' TPACK-W (i.e., technological, pedagogical, and content knowledge concerning the educational use of the Web) reflects both their technical and pedagogical expertise (Lee and Tsai, 2010) Besides, blended learning can be effective depending on the students' skill sets, according to research by Alsalhi et al (2021) Blended learning can be challenging for students with low grades, especially if they lack intrinsic motivation to study (Yusoff et al., 2017) Therefore, Yusoff et al (2017) developed a set of classroom measurements that can be used to design blended learning activities best suited for different learning styles and degrees of cognitive capacity According to Yusoff et al (2017), increased opportunities for student-to-student academic conversation are crucial Open- book quizzes allow students to collaborate on homework by talking about the material and helping each other out The result is a dramatic increase in kids' levels of shyness and sense of individuality Because of this, students become more cooperative, sympathetic, and motivated to learn as a group Finally, we should remember that technology is merely a tool; what students need is a teacher who can inspire them to work hard and hold them accountable for their progress While words of encouragement and counsel can be helpful, they won't amount to much without a solid educational foundation If you want your students to succeed in your class, make sure they have access to plenty of relevant course materials, frequent opportunities to assess and improve their knowledge through quizzes and tests, and a supportive community of peers and professors
To students: As the results of the study proved that blended learning is effective in improving learners’ reading comprehension, students should continue to study using both online and offline materials Students should also consult teachers and friends to improve their abilities of self-study and search for authentic materials to practice It is also important to have specific plans to study
To educational institutions: School management board should encourage the use of blended learning in teaching English Numerous studies (Nakamura et al., 2018; Poon, 2013; Uz & Kundun, 2018) have indicated that a lack of technical tools to support teachers and students in online learning is a major hurdle for those desiring to offer an online curriculum Therefore, necessary facilities and equipment should be equipped to ensure its success Besides, the curriculum should be adjusted so that the implementation can be done synchronously The use of information and communication technology (ICT) in the classroom, however, necessitates both pedagogical and technological expertise on the part of instructors (Bunatovich & Khidayevich, 2020) So that students may make effective and confident use of the software's numerous functionalities, schools must establish instructional guidelines for using ICT in learning and develop pedagogical training for teachers (Naveed et al., 2020) Bunatovich and Khidayevich (2020) stress the importance of designing courses to provide students with the skills and knowledge necessary to make successful use of computers and online learning tools Attard and Holmes (2020) state that students should be provided with mobile devices to facilitate their questioning of instructors during online instruction
To further researchers: Researchers with the same interests in this area can investigate other aspects of language Another alternative should be conducting larger-scale research and/or applying a different research design to compare the results
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