The Impact of Blended Learning on Medical Students’ Reading Performance in a Saudi University

Muhammad Al Roomy, Abdulaziz Althewini

Abstract


This study examined the effect of an extensive reading online program implemented in a blended learning format to increase students’ reading comprehension. The participants were Saudi freshmen students in a medical university, and the data were collected from two sources: pre- and post-test scores and an open-ended questionnaire. The results indicated students’ significant progress in reading comprehension and vocabulary knowledge in the post-test stage. Similarly, students had positive attitudes and experiences after the intervention toward learning reading. Students reported that the extensive reading online program helped them to read more efficiently with maximum comprehension and work at their pace to develop their learning skills. It also was found that extensive reading created a motivating environment for learning. Students changed their views of reading as solely as an academic activity into seeing it as a personal interest and a lifelong learning activity. Finally, the study offered some pedagogical implications and recommendations for further research that will help teachers attempting to improve students’ reading comprehension via blended learning modes.

Keywords


Extensive Reading, Blended Learning, Reading Comprehension

Full Text:

PDF

References


Alamri, M. (2019). Students’ academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. Int. J. Technology Enhanced Learning, 11(1), 103-109.

Alebaikan, R., & Troudi, S. (2014). Blended learning in Saudi Arabia: Potential for its use in EFL at the tertiary level. In R. Al-Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp. 30–44). Newcastle upon Tyne: Cambridge Scholars Publishing.

Alharbi, O., & Alotebi, H. (2019). External issues affecting teachers’ use of technology in Saudi Arabia: Systematic literature review. Advances in Social Sciences Research Journal, 6(1), 202–207.

Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi Secondary School EFL instruction, attitudes, and challenges. English Language Teaching, 8(1), 189-204.

Ally, M. (2008). Foundations of educational theory for online learning. In T.

Anderson (Ed.), The theory and practice of online learning (pp. 16–44). Athabasca, Canada.

Al-Mahrooqi, R., & Troudi, S. (Eds.). (2014). Using technology in foreign language teaching. Cambridge Scholars Publishing.

Almegran, A. (2008). Most Saudi universities switch to e-learning by next year. National Centre for E-learning and Distance Learning. Retrieved 12 December 2018 at http://www.elc.edu.sa/portal/index.php?mod=news&apage=3&annID=382

Al-Roomy, M., & Alhawsawi, S. (2019). Understanding reading strategies of EFL Saudi students. English Language Teaching, 12(6), 33-44.

Al-Roomy, M. (2015). Evaluating Saudi university students' beliefs about learning English. International Journal of English Linguistics, 5(1), 22.‏

Al Zumor, A., Al Refaai, I., Eddin, E., & Al-Rahman, F. (2013). EFL students’ perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10),95-110.

Bamford, J., & Day, R. R. (2004). Extensive reading activities for language teaching. New York.

Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1). Retrieved from http://www.readingmatrix.com/articles/bell/index.html

Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

Denscombe, M. (2014). The good research guide: For small-scale social research projects. United Kingdom: McGraw-Hill Education.

Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–70.

Fujita, K., & Noro, T. (2009). The effects of 10-minute extensive reading on the reading speed, comprehension and motivation of Japanese high school EFL learners. Annual Review of English Language Education in Japan, 20, 21–30.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.

Gray, C. (2006). Blended learning: why everything old is new again—but better. American Society for Training & Development. Learning Circuits. ASTD's Source for E-Learning. [Çevrim-içi: http://www. astd. org/LC/2006/0306_gray. htm], Erişim tarihi, 10.

Huong, P. (2019). Applying blended learning method in teaching English at the University of Da Nang. The Educational Review, 3(1), 16–20.

Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20, 70–91.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Krashen, S. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.

Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1–44.

Koda, K., & Zehler, A. (2008). Learning to read across languages: Cross-linguistic relationships in first and second-language literacy development. London: Routledge.

Leo, C. Y. & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261–270.

Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning. London: Routledge

Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91–102.

Matheos, K. & Cleveland-Innes, M. (2018). Blended learning: Enabling higher education reform. Revista Eletrônica de Educação, 12(1), 238–244.

Nash, T. & Yuan Pi, Y. (1992). Extensive reading for learning and enjoyment. TESOL Journal, 2(2), 27–31.

Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Sprachen.

Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21, 13–16.

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18, 1–28.

Poulshock, J. (2010). Extensive graded reading in the liberal arts and sciences. Reading in a Foreign Language, 22, 304–322.

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Pearson Education.

Robb, T. N., & Susser, B. (1989). Extensive reading vs skills building in an EFL context. Reading in a Foreign Language, 5, 239–51.

Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21(4), 589–619.

Sharma, P., & Barrett, B. (2007). Blended learning: Using technology in and beyond the language classroom. Macmillan Education.

Shebansky, W. J. (2018). Blended learning adoption in an ESL context: Obstacles and guidelines. TESL Canada Journal, 35(1), 52–77.

Tarnopolsky, O. (2012). Constructivist blended learning approach to teaching English for specific purposes. Walter de Gruyter.

Torrao, S., & Tiirmaa-Oras, S. (2007). Blended learning: Research reports & examples of best practices. University of Tartu.‏

Waring, R. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign language, 15(2), 130-193.

Williams, D. (2009). Revisiting the extensive reading effect on TOEFL scores. JALT 2008 Conference Proceedings. Japan.

Yamani, H. (2014). E-learning in Saudi Arabia: Challenges and opportunities. Journal of Information Technology and Application in Education, 3(4), 169-172.

Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.

Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36, 661–672.




DOI: https://doi.org/10.7575/aiac.alls.v.10n.4p.95

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.