The Effects of Blended Learning on Chinese Undergraduate EFL Students' Reading Achievement and Engagement

He Haiyan and Noraini Said (2023) The Effects of Blended Learning on Chinese Undergraduate EFL Students' Reading Achievement and Engagement. International Journal on E-Learning Practices (IJELP), 6 (1). pp. 23-33. ISSN 2289-4926

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Abstract

The present study aimed to examine the effects of blended learning on Chinese undergraduate EFL students’ reading achievement and engagement. To achieve the objectives, a quasi-experimental research was carried out. It involved 82 junior EFL participants who were divided into a control group and an experimental group in a Chinese university. Only the experimental group was taught with blended learning in EFL reading activities, whereas the control group retained the conventional F2F EFL reading instruction. Both groups received the Reading Comprehension Test (RCT) and the Higher Education Student Engagement Scale (HESES) test during pre-and posttests. After a twelve-week treatment in the experimental group, independent sample t-test and ANCOVA analyses were utilized to compare the pre-and post-test results of both groups. According to the findings of the study, blended learning showed a significant positive effect on Chinese undergraduate EFL students’ reading achievement and overall student engagement in which students’ academic engagement, cognitive engagement, social engagement with teachers, and social engagement with peers presented more effective results in blended learning than that in conventional learning, although students’ affective engagement indicated no statistically meaningful difference. Therefore, blended learning as a popular learning normality in the digital era can be adopted in EFL reading classes to optimize EFL reading comprehension and activating student engagement in a sustainable manner.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice) > LB1049.9-1050.75 Reading (General) L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB2300-2430 Higher education
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	SITI AZIZAH BINTI IDRIS -
Date Deposited:	02 Feb 2024 15:51
Last Modified:	02 Feb 2024 15:51
URI:	https://eprints.ums.edu.my/id/eprint/38124

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