Blended learning impact on EFL readers' ability to summarize and respond to narrative texts

Abstract EN

Blended learning, an innovative approach to course design, offers consecutively a learning style that is mostly preferred by students, and assists language teachers.

This research seeks to investigate the impact of Blended learning in developing students' ability to read, summarize, and then respond in writing to narrative texts.

To reach this target, a quasi-experimental design involving pretest, posttest and control group was conducted on second year English students in the Teacher Training School of Constantine.

After administering a pertest prior the beginning of the training, fifty participants were assigned (not randomly) either to the experimental condition, or the control condition.

During six weeks, the former was subjected to blended learning environment where participants could take advantage of both Moodle e-learning platform and in-class reading instruction; whereas the latter received materials, instruction and feedback through traditional Face-to-Face instruction.

After the experiment, participants were post-tested, and a t test was used to compare the means scores.

Data analysis confirmed the statistical significance of change in the means scores between the two groups proving that when using technology to combine in-class and out-of-class learning, EFL learners can reach a level of expertise in reading comprehension skills.