The Effect of Blended Learning on Reading Abilities, Vocabulary Mastery, and Collaboration among University Students
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Abstract
This paper reports an experimental study aimed to determine if Blended Learning has a positive impact on reading comprehension skill, vocabulary mastery, and collaboration among learners. One experimental class consisting of 24 undergraduate EFL learners was taught with Blended Learning, while a control group was taught with conventional techniques. After a six-week period, their reading comprehension skills, vocabulary mastery, and collaborative patterns were measured with tests and questionnaires. ANCOVA was used to analyze the data with their initial differences being controlled as the covariate. The results showed that the experimental group gained a significantly higher rate in their reading skills and vocabulary mastery. Quite probably, the online sessions had promoted more exposure to other reading texts, which in turn promoted their vocabulary mastery. The sessions may have encouraged the kinds of attitude that was vital in increasing reading comprehension. Their collaborative patterns, however, did not change. The students tended to maintain their grouping and switched groups only when the lecturers instructed them. Implications for practical teaching that address the issue of students grouping and online sessions are then suggested.
Keywords: Blended learning, collaboration, group work, reading comprehension, vocabulary mastery
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References
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