BLENDED LEARNING STRATEGIES FOR DEVELOPING ACADEMIC READING COMPETENCE IN ENGLISH

Abstract

Blended learning is increasingly used to support academic reading in EFL higher education. In our research work we consider how a blended model, combining online tasks with classroom instruction, influences comprehension, metacognitive awareness and motivation. Sixty EFL undergraduates participated in an eight-week mixed-method study. Results show significantly higher gains in reading scores, strategy use and engagement in the experimental group, while interviews highlight stronger self-regulation and collaborative learning, alongside some technical and workload challenges

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DOI

10.70728/c.series.v08.i02.014

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