using blended learning to improve reading comprehension skills for 10 th graders in a high school in thai binh province

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<b>PHAM THI LAN </b>

<b>USING BLENDED LEARNING TO IMPROVE READING </b>

<b>HIGH SCHOOL IN THAI BINH PROVINCE</b>

<b>MASTER THESIS </b>

<b>THAI NGUYEN, JUNE 2023 </b>

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<b>PHAM THI LAN </b>

<b>USING BLENDED LEARNING TO IMPROVE READING </b>

<b>HIGH SCHOOL IN THAI BINH PROVINCE</b>

<b>Major: ENLISH TEACHING THEORIES AND METHODOLOGIES Code: 8140111 </b>

<b>MASTER THESIS </b>

<b>Supervisor: Nguyen Thi Hong Minh PhD.</b>

<b>THAI NGUYEN, JUNE 2023 </b>

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<b>STATEMENT OF AUTHORSHIP</b>

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgements in the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution.

Thai Nguyen, April 2023 Pham Thi Lan

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<b>ACKNOWLEDGMENT </b>

First and foremost, I would like to thank Thai Nguyen University of Education and Faculty of Foreign Languages Education for their insights and guidance, which were crucial in shaping my research and enabling me to write this thesis.

I owe my deepest gratitude to my advisor, Dr. Nguyen Thi Hong Minh, who has provided me with unwavering support and guidance throughout my master's program. Her knowledge and perseverance have been indispensable to me in the completion of this thesis.

I also want to thank the school where I conducted the study and all participants for facilitating favorable conditions for me to finish the project.

I am extremely grateful to my family and friends for their love and support throughout this process. I would not have been able to complete this thesis without their encouragement and inspiration.

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<b>ABSTRACT </b>

The current study investigated the use of blended learning in improving reading comprehension skills for 10th in a high school in Thai Binh province. The objectives of the study include the study identifying the challenges that 10th-grade students face with reading comprehension, clarifying the extent to which blended learning improves students' reading comprehension, and determining students' opinions of the use of blended learning in the teaching and learning of English reading comprehension. The research participants were sixty 10th-grade students and four high school English teachers in Thai Binh province. The study used an experimental design to answer the following research questions: 1. How is blended learning employed in English teaching in a high school in Thai Binh province? - 2. To what extent does blended learning improve students' reading comprehension? - 3. What are students' opinions of the use of blended learning in teaching and learning English reading comprehension? Data from the questionnaires show that blended learning was not used with high frequency. The difference of 1.4 between the pre-test and the post-pre-test of the experimental group and the deviation of 0.76 between the experimental and control group’s post-test results proves that blended learning is effective in improving students' reading comprehension.

<i>Keywords: blended learning, reading, reading comprehension </i>

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<b>TABLE OF CONTENTS </b>

STATEMENT OF AUTHORSHIP ... i

ACKNOWLEDGMENT ... ii

ABSTRACT ... iii

LIST OF FIGURES ... vii

LIST OF ABBREVIATIONS ... viii

<b>CHAPTER I: INTRODUCTION ... 1 </b>

1.1. Rationale ... 1

1.2. Aims and objectives ... 2

1.3. Research questions ... 2

1.4. Scope of the study ... 3

1.5. Significance of the study ... 3

1.6. Organization of the study ... 3

<b>CHAPTER 4: FINDINGS AND DISCUSSIONS ... 42 </b>

4.1. The situation of blended learning in English teaching at the selected high school in Thai Binh Province... 42

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4.1.1. The situation of blended learning in English teaching from teachers’

4.3. Students’ opinions of the use of blended learning in teaching and learning English reading comprehension ... 48

4.3.1. Students’ attitudes toward the use of blended learning in teaching and learning English reading comprehension ... 48

4.3.2. Students’ opinions on how blended learning improved their reading comprehension skills ... 50

4.4. Discussions ... 52

4.4.1. Research question 1: How is blended learning employed in English teaching in a high school in Thai Binh province? ... 52

4.4.2. Research question 2: To what extent does blended learning improve students' reading comprehension? ... 53

4.4.3. Research question 3: What are students' opinions of the use of blended learning in teaching and learning English reading comprehension? ... 54

<b>CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ... 56 </b>

5.1. Summary of the research findings ... 56

5.2. Limitations ... 57

5.3. Recommendations ... 58

<b>REFERENCES ... 61 </b>

<b>APPENDIXES ... 74 </b>

APPENDIX A. QUESTIONNAIRE FOR TEACHERS ... 74

APPENDIX B. PRE-QUESTIONNAIRE FOR STUDENTS ... 76

APPENDIX C. POST-QUESTIONNAIRE FOR STUDENTS ... 79

APPENDIX D. PRE-TEST ... 82

APPENDIX E. POST-TEST ... 85

APPENDIX F. EVIDENCES OF BLENDED LEARNING IMPLEMENTATION ... 88

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<b>LIST OF TABLES </b>

Table 2.1. Ideas of how to interact with texts (British Council) 13 Table 2.2. Three models of blended learning (Hannon & Macken,

2014)

17

Table 4.4. A Result Comparison between Pretest and Posttest of Both Groups

47

Table 4.5. A Result Comparison between tests average results of experimental and control groups

48

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<b>LIST OF ABBREVIATIONS </b>

Organization

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<b>CHAPTER I: INTRODUCTION </b>

This chapter discusses the reason for choosing the topic, the aims and objectives, the research questions, the scope, the significance, and the organization of the study.

<b>1.1. Rationale </b>

Reading comprehension is one of the four most important skills in English. Without comprehension, people won't be able to understand anything from what they read. By understanding what they read, they gather important information and understand scientific theories, historical facts, and new knowledge (Courtney, 2017). For students, reading comprehension is equally important as it will be a skill that allows them to form thinking when learning a language. Unique to humans, reading abilities serve as the primary means of communication in daily life. These abilities are crucial for the advancement of science as well (Iskandarwassid & Sunendar, 2011; Danče, 2010). Reading abilities, on the other hand, become special because not everyone can utilize them to sell themselves or internalize them as a culture. It should come as no surprise that reading comprehension serves as the primary communication instrument and develops into an effective and efficient channel of communication. Reading also contributes significantly to the advancement of science, as reading accounts for the majority of knowledge transfer (Salaberry, 2001). Recent studies have demonstrated that reading comprehension will enable a person to think coherently.

However, students are facing a lot of problems in learning reading (Hanh & Cuong, 2017). To meet the requirements of improving the quality of these skills, each school and teacher needs to find for themselves an optimal and most appropriate teaching method. The application of new methods in teaching is always a priority. The education sector also always encourages innovations in teaching methods, practical applications for teaching, or improvement of teaching aids, etc.

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Many teachers have successfully integrated technology into language instruction and learning in a morally upstanding manner (Whittaker, 2014), but there are many different types of specific technology available, and specific decisions about which technology is appropriate must be made depending on the particulars of a learning environment.

In recent years, Blended Learning has gained popularity as an educational approach that combines interactive, online educational materials with traditional place-based learning methods. The incorporation of technology presents a challenging scenario in blended learning contexts. The combination of in-person and online instruction for language learning courses, particularly receptive skills like reading skills, is an efficient strategy to build the abilities necessary for higher proficiency in English, according to Bataineh and Mayyas (2017). In the school where the researcher works, the application of Blended Learning to teaching reading comprehension is not carried out regularly among teachers. Therefore, this study has attempted to provide an extended learning environment beyond traditional school setting to help increase students’ reading comprehension skills.

<b>1.2. Aims and objectives </b>

The study aimed at improving reading comprehension skills for 10<small>th</small> graders in a high school in Thai Binh province through the use of blended learning. It investigated how blended learning was employed in English teaching in that selected school. Moreover, it sought to clarify the extent to which blended learning improves students' reading comprehension. Finally, it determined students' opinions of the use of blended learning in the teaching and learning of English reading comprehension.

<b>1.3. Research questions </b>

In order to obtain the research aims and objectives, the study attempted to

<b>answer the following specific research questions: </b>

(i) How is blended learning employed in English teaching in a high school in Thai Binh province?

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(ii) To what extent does blended learning improve students' reading comprehension?

(iii) What are students' opinions of the use of blended learning in teaching and learning English reading comprehension?

<b>1.4. Scope of the study</b>

Although reading comprehension is a challenging skill for almost all English learners, the study was able to focus on 60 10^th-grade high school students only during the second semester to the limitations of time and resources. There are three levels of blended-learning but the study only studied at level 2.

<b>1.5. Significance of the study </b>

For educational institutions, this study is a stepping stone in studying the Blended learning method when applied to teaching English in Vietnam. This is also a measure of assessing the foreign language reading comprehension ability of high school students in particular as well as students in general, thereby giving specific comments and effective teaching methods for blended learning.

For teachers, the study provided a useful alternative to teaching English in general and to teaching reading comprehension in particular. Students also benefited from a better way to practice and improve their reading comprehension skills.

For further researchers, the study supplied a helpful insight into the area and could be used as a helpful source of reference.

<b>1.6. Organization of the study </b>

The research paper consists of 5 parts as follows.

Chapter 1 discusses the reason for choosing the topic as well as the urgency and basic contents of the research will be presented.

Chapter 2 presents the overview of the research and the theoretical basis of the blended learning method.

Chapter 3 deals with the research model based on the questions raised by the research.

Chapter 4 covers the results and discussions about the topic.

Chapter 5 serves as a conclusion to the issues discussed by the study.

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<b>CHAPTER II: LITERATURE REVIEW </b>

This chapter presents the theoretical background and literature review regarding reading and blended learning. It also discusses previous research related to the topic of the study.

<b>2.1. Theoretical background</b>

<i><b>2.1.1. Reading </b></i>

<b>2.1.1.1. Definitions of reading comprehension </b>

<small> </small> According to Chad (2008), reading comprehension is the capacity to extract information from texts in order to fully understand the content to make the readers read the entire paragraph so as to learn the secret information. However, comprehension is a highly sophisticated cognitive process that involves the reader's deliberate interaction with the text in order to produce meaning. In other words, understanding involves work and does not just happen. For readers to derive meaning from what they read, they must deliberately and diligently work at it.

Zahro (2015) believes that reading comprehension is one of the reading components that is essential for everyone's performance in school and concludes that reading comprehension is the capacity to read text, process it, and comprehend its content. Additionally, when students are taught inferential reading comprehension techniques using both verbal and visual cues, their reading comprehension performance may improve (Woolley, 2010).

According to Lubis (2016), reading comprehension is the process by which teachers carry out the text by directing the necessary information from reading texts. In Anderson’s view, reading which requires the harmony of a lot of related sources of information is the process of making meaning from written texts (Anderson et al., 1985). Reading is also the process of generating meaning that entails:

(a) the reader's existing knowledge; (b) the text information; and

(c) the reading context (Wixson, Peters, Weber, and Roeber, 1987).

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In reading tasks, a specific prediction or orientation activity usually comes first. These techniques will change depending on the text's main points and how thoroughly you read for thorough comprehension. Students may need to read the book more than once in various circumstances.

In order to reach the objectives of independence, comprehension, and fluency, students need reading skills.

Specific abilities necessary for reading include being able to: 1. To read the written language as meaningful.

2. To independently and fluently comprehend everything that is written. 3. To engage with the message cognitively.

(Adopted from Brown, 2004) Reading skills simply refer to how well you can read, which words you can grasp, how effectively you can use grammar, and how well you can comprehend the meaning of the text you have read.Understanding, assimilating, and remembering stories and ideas expressed through written words are aspects of reading.

The levels of reading comprehension were classified by Strain (1976):

1- Cognitive level: readers can understand what the author has written seriously and precisely.

2- Interpretative level: readers deduce the meanings and hidden concepts from their own experiences and feelings after understanding the linear relationships in the readable text.

3- Applied level: readers can start using knowledge and ideas that they have learned, digested, and used. This level takes into account the reader's critical reading skills, originality, and ability to evaluate the author and the text's readability.

Based on the classification above, students should be taught how to read critically, make distinctions between important and relevant topics, and read between the lines in readable discourse in order to help them comprehend and understand whatever they read. They should then apply these skills in their school and social lives. (Strain, 1976)

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In order to develop language proficiency, reading comprehension is a crucial component of language learning. Additionally, the more in-depth the reading comprehension that students are able to master, the greater talent they will acquire, which depends on how many students comprehend the material in the reading that has been acquired.

<b>2.1.1.2. Components of reading comprehension </b>

Leu, Donald, and Charles (1987) list six major components of reading comprehension as follows:

Decoding knowledge is the understanding that readers employ to ascertain the spoken counterpart of a written word. Understanding how to decode words is crucial for comprehension since doing so enables readers to understand their meaning. Beginning readers typically experience this.

b. Vocabulary knowledge

The ability to identify the appropriate meaning of a word in a given situation depends on one's vocabulary knowledge of word meanings. At all grade levels, it's crucial to support students’ vocabulary development, but reading instruction is especially crucial in this regard when students explore the less familiar subject matter with somewhat specialized vocabulary.

c. Syntactic knowledge

The ability to understand sentence structure, or word order, is also essential for comprehension. Understanding word order conventions inside sentences allows you to ascertain a word's grammatical function as well as its meaning and sound. This is known as syntactic knowledge.

d. Discourse knowledge

The understanding of language organization at levels higher than a single sentence is referred to as discourse knowledge. It entails understanding how various writing styles are structured. At higher grade levels, discourse knowledge frequently receives more instructional attention.

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e. Readiness aspects

Two distinct ideas are referred to as readiness. Reading readiness has traditionally been defined as a student's capacity to gain from early reading instruction. The skills necessary to read and comprehend any specific printed text are referred to as reading ready. Students' ability to grasp written text will depend on their reading readiness level.

f. Affective aspects

Reading is both an effective and a linguistic process. The attitude and interest of the reader in reading are two effective components of understanding. These improve motivation and aid in comprehension of what is being read. It is crucial to take affective aspects like ages and academic levels into account.

<b>2.1.1.3. Types of reading comprehension </b>

According to Day and Park (2005), there are six types of reading comprehension:

1- Literal comprehension: recognizing the information and terminology that constitute the text's simple meaning. Teachers check the surface meaning first.

2- Reorganization: integrating information from several passages of the book to gain a deeper understanding. It is predicated on literal understanding.

3- Inference: interpreting literal information in light of the reader's background knowledge. The text does not expressly state the meaning that is understood in this kind.

4- Prediction: Making an assumption about what might occur next or what might happen based on the text read by using the meaning understood from the text and the reader's own expertise.

5- Evaluation: expressing an opinion in general about some features of the text.

6- Personal Response: expressing sentiments regarding the text and topic in response.

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<b>2.1.1.4. Teaching reading comprehension </b>

The purpose of teaching reading comprehension, according to Al-Zubaidy (2009, p. 31), is "to enable students to enjoy reading in the foreign language, and to read without help unfamiliar authentic texts, at an appropriate speed, silently, and with understanding".

Language acquisition, according to Harmer (2007), involves the learners' ability to retain the language. Language learning is probably going to go much better if the reading material is extremely interesting and captivating. To learn a foreign language, reading comprehension is also essential. Furthermore, according to Brown (2001), utilizing suitable, efficient comprehension strategies is the key to enhancing reading comprehension for literate learners. As a result, teachers must think creatively to develop engaging strategies for teaching reading comprehension. Furthermore, it is asserted that every one of the following strategies might aid students in enhancing their reading comprehension:

<i><b>Figure 2.1. The classroom reading performance. (Brown, 2001) </b></i>

Harmer (2007) classifies six principles of teaching reading: a. Reading is not a passive skill

Reading is a remarkably energetic activity. We must comprehend the meaning of the phrase, recognize the image it is presenting, comprehend the reasons,

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and determine whether we concur with them in order to accomplish this properly. If readers do not take the time to perform these tasks, they will merely skim the surface of the material and will rapidly forget it.

b. Students must be interested in the material they are reading.

Like with everything else in a session, students who are not actively interested in the reading text are not actively interested in what they are doing and are less likely to benefit from it. They learn considerably more from what is in front of them when they are truly passionate about the subject or the work.

c. Students should be inspired to respond to what they are reading.

The text's meaning, content, and messages must all be understood by the students. Additionally, the teacher ought to give students more opportunities to express their reactions to the text.

d. Prediction is a major of reading

Before beginning to read with emphasis, readers should review all of the content, including the illustrations, tables, headings, book cover, and other items. All of these will provide cues for the readers, resulting in predictions and reading recommendations. Students will therefore understand the clue and be able to foresee what will happen next.

e. Match the task to the topic

The teacher needs to assign engaging reading assignments that are related to the materials that the students will be reading. Even the most intriguing text may be transformed to be truly exciting by giving students creative and difficult assignments.

f. A good teacher exploits reading text well

Good teachers incorporate the reading material into engaging class activities, using the subject for additional discussion and activities that use the language for learning and engagement.

<b>2.1.1.5. Ways of reading </b>

Grellet (1984) listed the way of reading as follows:

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a. Skimming

Skimming is the process of fast reading to grasp the main points of a text. Comparing values, finding and comparing occurrences, coming up with a title, drawing conclusions, answering the question, and developing a title are a few of the activities.

b. Scanning

Reading swiftly through a text to locate a specific piece of information is known as scanning. This makes it possible to locate out-of-date phrases, grammar quirks, certain advertisements, data to compare, dates to check, shopping lists, word sets to create, and newspaper headlines.

c. Extensive Reading

Longer texts are read extensively, usually for personal enjoyment. The assignments involve reading short stories, fiction, novels, and books in order to grasp the general meaning, information, and comprehension.

d. Intensive Reading

Reading more concisely in order to obtain specific information is called intensive reading. It happens when students concentrate more on the language than the text. Finding the fundamental idea, drawing inferences, and identifying phrases that connect one idea to another are the activities.

<b>2.1.1.6. Tasks for reading comprehension </b>

British Council offers ideas for how students can engage with texts to increase their reading comprehension and develop as critical readers. There are two categories for the directed activities involving texts: reconstruction activities and analysis activities.

Reconstruction activities: Activities in which students reconstruct a text or image by filling in missing words, phrases, or sentences or by rearranging mixed text. The original material is altered by the teacher, who could delete words, phrases, or entire sentences. The activities consist of:

 Text completion (Complete sentences, phrases, or words that are missing.)

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 Sequencing (Reorder jumbled text passages into a logical or chronological order.)

 Grouping (Organize text passages into categories.)

 Table completion (Complete tables with suitable headings...)

 Diagram completion (Complete diagrams or label a diagram.)

 Prediction activities (Write the text's conclusion or the next phase.)

Analysis activities: Activities requiring students to label or mark a text or diagram to locate and categorize information. The texts used are unmodified. The types of activities are:

 Text marking (Identify and highlight passages of the text that have a specific significance or convey a specific piece of information.)

 Text segmenting and labelling (Divide the text into comprehensible sections and give each one a label.)

 Table construction (Make a table. Choose row and column headings and fill in the cells using the information in the text.)

 Diagram construction (Create a diagram that depicts the text's meaning. Draw a flow chart, for instance, to describe a process, or a branch diagram to demonstrate how something is categorized.)

 Questioning (Respond to the teacher's inquiries or formulate inquiries regarding the text.)

 Summarizing

Directed activities related to texts can be based on classical writings, such as poems and passages from plays, novels, and short tales. You can also base them on passages from history, geography, science, and other textbooks, as well as excerpts from periodicals, newspapers, pamphlets, etc.

British Council (2012) also listed the benefits of using directed activities related to texts. Firstly, students' reading comprehension increases when they engage with materials in conversation. They also learn more about the structure of texts. As a result, they become more text-critical. They start to analyze the details

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that have been both included and left out of the text and the words and sentence structures the author employed. Secondly, students' writing improves as their comprehension of how texts are put together does. According to research, reading aloud to students fosters their cognitive growth. In addition, the activities do not require expensive tools or resources to use as textbooks for numerous subjects are available. These activities can therefore be utilized in schools with little resources. In addition, text-related directed activities can add interest to your students' textbooks. Using directed activities related to texts based on passages from the students' textbooks will prepare them for the texts they will encounter in other disciplines if you teach English in an environment where English is the language of instruction but is not the students' first language. Besides, it will help them get ready for the kinds of assignments they would face in other disciplines. For instance, constructing Venn diagrams, labeling diagrams, and filling out tables. The activities also teach students how to use texts effectively without copying them and assist them in developing their own visual information, such as tables, flowcharts, branch diagrams, etc.

The following table gives some ideas of how to interact with texts.

<b>Table 2.1. Ideas of how to interact with texts (British Council, 2012) </b>

… compared and contrasted two or more things a table or Venn diagram

… described a fictional or non-fictional sequence

… described how something can be classified a branch diagram.

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<i><b>2.1.2. Blended learning </b></i>

<b>2.1.2.1. Definitions of blended learning </b>

Blended learning is a term that is gradually becoming popular in every developed education in the world. According to Friesen (2012), this is a method of education that combines the Internet and digital media with traditional classroom forms that necessitate the physical presence of both teachers and students. Specifically, online educational materials and interactive online programs parallel to traditional on-site education will be applied.

Online education, commonly referred to as e-learning, is a contemporary approach to learning that uses networked devices to store electronic lectures and the appropriate software to enable students to learn remotely without physically attending class. With the use of virtual classroom technology, teachers can send their sights and sounds to pupils on the other end of the line using a broadband connection, wireless connection (WiFi, WiMAX), or local area network (LAN) (UIS UNESCO, 2021).

The term "blended learning" is steadily gaining popularity throughout the world's sophisticated educational systems. It is a mode of instruction that, according to Friesen (2012), was developed through the fusion of the Internet and digital media with traditional classroom structures and necessitates the co-presence of teachers and students. Particularly, interactive online courses and educational materials will be employed in place of conventional on-site instruction. One definition of hybrid courses given by McGee and Reis (2012, p.9) is those in which "instructor and learners work together in mixed delivery modes, typically face-to-face and technology-mediated, to accomplish learning outcomes that are pedagogically supported through assignments, activities, and assessments as appropriate for a given mode and which bridge course environments in a manner meaningful to the learner". This implies that online technology in blended learning functions as both a fundamental element and a supplement to the curriculum. This is

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not meant to suggest that a professor can set up a chat room or post-lecture recordings and then call their setting a hybrid classroom.

Blended learning is defined by Osguthorpe and Graham (2003) in terms of three key themes: integrating instructional modalities, combining instructional approaches, and combining online and in-person training. The first two arguments contrast the effects of methods and media on education. Both of these perspectives, in their estimation, describe blended learning in such a broad sense as to essentially cover any type of educational system. In other words, it would be challenging to identify a system that did not incorporate a variety of instructional strategies and media for delivery. Therefore, the meaning of blended learning cannot be expressed using these two definitions. The third spot is the most accurate and highlights the crucial part that computer-based technologies play in blended learning.

A learning environment that combines technology and in-person education is known as blended learning. To better achieve the course objectives, face-to-face training in a traditional classroom is combined with online instruction, or blended learning (Akkoyunlu & Yilmaz Soylo, 2008). According to Bersin (2003, p. xv), blended learning is the process of combining diverse training "media" (technology, activities, and event types) to create the optimal training program for a particular audience.

According to Le (2018), there are currently 3 levels to apply the Blended learning teaching model, as illustrated in the following figure:

Level 3: traditional lectures + online lessons + online testing and assessment

Level 2: traditional lectures + online lessons

Level 1: traditional learning + online materials

<i><b>Figure 2.2. Three levels to apply the blended learning teaching model by Le (2018) </b></i>

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As presented in Figure 2.2, in level 1, teachers use the main form of traditional learning when teaching combined with providing more online materials for students to look up via the Internet. Next, teachers alternately design online lessons in parallel with traditional lectures. The exchange, discussion, and student support will be extended through supporting tools such as Email, Forum, etc., in addition to face-to-face meetings in level 2. Then, in level 3, besides the alternate design of online lectures like level 2, at level 3 students will be tested and assessed by online form. The current study applied blended learning at level 2 of the blended learning teaching model by Le (2018).

This approach has benefits like guaranteeing teacher and student initiative in learning time and space while yet fostering a vibrant, interactive learning environment. Additionally, this approach lessens the physical strain on educational facilities. Students will be very interactive, which is another advantage that will be seen in the classroom. Lessons that transmit knowledge in a variety of engaging ways will ease classroom tension and boredom more effectively than traditional lectures. Students must actively accept knowledge as part of the blended learning approach, which fosters the development of critical thinking, autonomous thinking, reasoning, and systematic problem-solving abilities. Students have the chance to access, use, and routinely practice with the advancements of contemporary science and technology thanks to exposure to new instructional technology resources. This approach has drawbacks as well, such as the requirement that teachers and students have access to the latest technology, which will be challenging for students living in remote or hilly places. The initial adoption of this technique, which is also quite new, will undoubtedly be challenging for both teachers and students to adapt to. Additionally, educators must devote more resources to creating electronic content and keeping up with IT skill advancement.

Similarly, Hannon and Macken (2014) also suggested three models of blended learning, as shown in the following table:

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<b>Table 2.2. Three models of blended learning (Hannon & Macken, 2014) </b>

<b>Blended presentation and interaction </b>

Activity-focused face-to-face sessions blended with online resources. For example, the flipped face-to-face sessions as one day or half days and/or group work

The majority of educational institutions have not yet published a policy to assist teachers and encourage them to make investments, conduct research, find effective teaching strategies, or take additional courses for the benefit of their students. As a result, it is anticipated that this method's implementation will be challenging.

<b>2.1.2.2. Benefits of blended learning as a model in EFL classrooms </b>

The benefits of blended learning in EFL classrooms were recognized and analyzed by many researchers.

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Baados (2006) created a blended learning pedagogical paradigm that comprised face-to-face classes, conversation classes with fluent English speakers, online work in English, and online monitoring. The findings of the pilot group showed a significant improvement in the students’ linguistic skills.

Previous research has shown that some EFL instructors have used technological tools to encourage students to become more invested in the courses and look into different language learning materials. The interaction between the Face-to-Face classes and the virtual environment must be emphasized, nevertheless. The EFL teachers in the studies presented explained why blended learning could be used as a pedagogical model in the EFL classroom where students can explore various topics and converse with native speakers, as demonstrated by Baados (2006), and share cultural aspects and complement both the virtual and Face-to-Face environments, as demonstrated by Clavijo et al. (2008). Students' foreign language skills improved as a result of using a blended learning environment, according to the researchers. Even though students claimed that the experience had improved their learning, they also agreed that they needed more teacher direction and student-to-student interaction, which are crucial elements of the blended learning model. For this reason, it is important to take into account the students' perspectives.

Al-Jarf (2007) carried out research with first-year students at the College of Languages and Translation in Riyadh, Saudi Arabia. He notes that the experimental group also registered in a Nicenet course in addition to Face-to-Face encounters. The study's author came to the conclusion that both the top and bottom performers in reading both benefited from online teaching. Clavijo, Hine, and Quintero's (2008) pedagogical practice involved 24 Canadian high school seniors and 17 Colombian teacher candidates. It was conducted in Bogota. The two groups used an online forum to talk about natural disasters, local music, and culture. The authors come to the conclusion that the learning community has encouraged students to learn languages collaboratively and participate democratically.

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Murray (2008) outlines a number of Australian research projects on the application of technology in ESL and EFL settings. The majority of the research, according to the author, has been qualitative and has used data collection techniques like ethnography in the workplace, focus groups with students, teacher interviews, observations of students, analyses of texts related to e-technology, and cooperative action research projects carried out by teachers all over Australia. The participants thought on the transformative role ICT should play after the research studies, conceptualizing ICT as a tool and as a mentor. ICT tools can be divided into three groups, according to Murray (2008): organizational tools, communication tools, and informative tools. ICT as a tutor, according to Murray, is built on a set of CALL (Computer-Assisted Language Learning) guidelines known as ICALL (intelligent CALL), which focuses on giving students self-paced, auto-correcting exercises. The author stressed in his conclusion how ICT may change from being a minor factor in language acquisition to a part of transformative learning.

A Tokyo university also hosted Miyazoe's (2008) comparative study, which offered her students two courses, one of which focused on ESP (English for Specific Purposes) and the other on EAP (English for Academic Purposes). The two courses shared the same LMS and instructional design for comparison's sake. Due of Moodle's improved usability to Blackboard, this study produced favorable results. It shows that when students use more technology, they participate more online and are more motivated to learn in a blended environment as opposed to a traditional classroom.

Yamauchi (2009) details how a Japanese university lecturer instructed 19 students in a multi-skills course called "Computer communication" where they were expected to learn how to conduct research and make presentations using computers, the internet, and English. Blended learning was the model used. The goals of this course included instructing students in the use of technology, information organization, and the pursuit of more efficient English expressions. The author discusses how the students' performance on various technology-enhanced

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assignments has improved towards the article's conclusion. She did not, however, explain how English language proficiency and evaluation were determined.

In order to motivate teachers to create a variety of ways for implementing and assessing the teaching and learning process to study English as a foreign language through blended learning, another action research project (Liang & Bonk, 2009) was carried out in Taiwan. Through textual, social, and technological interaction based on distinct stages like goals, tactics, and strategies, tools, and resources, activity organization, and evaluation, this endeavor supported its framework in three key ways. The authors came to the conclusion that BL combinations work effectively in EFL classrooms. In conclusion, it is critical to understand that students may engage in meaningful interactions with technology when given the chance to use a variety of virtual tools because they can make use of the resources at their disposal in a number of different ways.

<b>2.1.2.3. Difficulties of Blended Learning for EFL Teachers and Students </b>

According to Alpala and Flórez (2011, p.162-165), the following factors are vital to consider when deciding whether to use technology in the EFL classroom in addition to face-to-face instruction:

<i>(i) Appropriateness. This factor refers to the decision to employ technology </i>

in the EFL classroom. Educators have a wider range of choices for their blended learning platforms because there are many technical tools available. The key is to choose the one which they are fluent in using it and consider how it would help students learn.

<i>(ii) Considering the context: Teaching and learning situations vary, and </i>

educational contexts have certain features that might alter as new teaching approaches and resources become available to EFL teachers. Because they lack sufficient training or because there aren't enough technical tools available, students at some institutions could be hesitant to use technology. However, each person involved in the blended learning process—including curriculum designers, teachers,

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students, and technicians—must be aware of the tools, training, pedagogical approaches, and methodologies they will use to implement blended learning.

<i>(iii) Designing a needs analysis: After deciding to make blended learning </i>

one of the curriculum's main focuses, it is necessary to do a requirements analysis to understand who our students are and what their preferences and learning preferences are. According to Berwick (1989), you may develop a variety of unit designs based on needs analysis, including those that address the learners' needs and interests, specialized skills, social activities and issues, feelings and attitudes, and body of knowledge. By considering their students and the policies of the curriculum, teachers decide on the type of analysis that is necessary.

<i>(iv) Managing Face-to-Face and virtual learning: A face-to-face component </i>

and a virtual component are both included in a blended learning strategy. As a result, from the start of the course, all components must be linked and have distinct aims and objectives. It is forbidden for teachers to combine two completely unrelated courses. While certain exercises are more effective or acceptable to work on in face-to-face courses, others are more rewarding in the online portion of the course.

<i>(v) Looking for training and support: Because utilizing technology looks </i>

challenging and time-consuming, some instructors and students claim to be technophobic or avoid doing so. Teachers, students, and policymakers must reconsider how technology may be used in the EFL classroom so that technology becomes a means to an end in today's globalized society, where the sharing of cultures and information predominates. For instructors to be able to design BL courses, they must have enough training in technical literacy and methodological techniques. Teachers also require assistance in dealing with technology-related concerns to assist their students when similar problems arise.

<i>(vi) Sharing experiences: Teachers of English as a foreign language (EFL) </i>

may occasionally feel overwhelmed and amazed by the wealth of resources at their disposal; they desire to employ technology and, on occasion, place more emphasis on it than on the process of language learning.

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<i>(vii) EFL learning comes first: EFL instruction takes precedence over any </i>

possible instructor resource distractions. Materials are instructional tools that need to be organized pedagogically.

<i>(viii) Learning to handle problems: Many educators are used to teaching </i>

without technology, and as a result, their methods are "easier" or "simpler." The new approaches to teaching and learning, however, push them to change their methods by continuously reviewing and assessing their lessons. For EFL instructors and students, changing our thoughts has advantages and challenges. Due to the fact that technology requires training and experimentation, the majority of these problems in a blended learning course are technological. English language teachers who decide to utilize blended learning programs must be ready to help their students adjust. Teachers need to be proficient in technology when it comes to using technology in EFL classes. Building a typology of problems and frequently asked questions (FAQs) is particularly valuable for language learners to examine their challenges and work on exercises to overcome them, as suggested by Bruderman (2010).

<i>(ix) Re-adjusting the Blended Course: The goal of EFL instructors is to have </i>

all course materials ready before the semester even starts. Along with the list of objectives, goals, and competencies that students are expected to achieve, this also includes activities that support the development of the four skills. However, due to unforeseen events, such as when students' activities are extremely challenging in terms of language and application, teachers must make adjustments during implementation. However, it is important to take into account students' recommendations, assessments, and comments in order to improve EFL courses and make them appealing to students.

<i>(x) Helping students to be autonomous learners: It takes time and serious </i>

effort to become an autonomous learner; it does not happen instantly. Learning a foreign language requires practice and the development of both cognitive and metacognitive skills, which help students recognize their own weaknesses and

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strengths as well as the learning techniques that are most effective for them. Since teachers serve as facilitators throughout the learning process, it is imperative to remind students that practice makes perfect. EFL instructors must step in to assist students in identifying what does and does not work for them.

<i>(xi) Being creative and resourceful: Students look forward to you being </i>

creative and using resources that are not only appealing but also altered to help students to learn English through diverse experiences and using multiple learning modalities. When it comes to EFL learning, teachers must attempt new things to prevent becoming stale in their approach. To do this, a mixed-learning strategy might be employed.

<i>(xii) Evaluation of the Blended Learning experience: In EFL blended courses, </i>

constant assessment is necessary. Teachers should take into account not only their own viewpoints but also those of other professors and the comments given by students when establishing blended learning courses in the future.

<i>(xiii) Keeping it real: The actual needs and expectations of the students, </i>

however, are the most important factors to remember. To create a blended learning course and base it on curricular concepts, teachers must use the resources offered by their institutions.

As implied in this article, EFL instructors and students are essential to the implementation of blended learning and must be prepared to manage both current and future obstacles. Blended learning is not a new approach to teaching EFL, but because technology is always changing and improving, it frequently causes problems. Since many EFL students are highly digital savvy, teachers must stay current in this area and take into account their students' preferences. Even educators must pick up tips from their charges.

Designing and putting this concept into practice presents another difficulty in modern times. Blended learning is not a "new fashion" in EFL teaching; it is a methodical, well-thought-out methodology that requires teachers to venture outside the four walls of the classroom.

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However, both elements —virtual and in-person—must function as complements to one another. The use of English language instruction online will increase in the future, but students and teachers need to put forth the necessary planning and effort.

It is enlightening for instructors and students who are technophobic to approach technology and understand that it is a matter of ongoing practice. Despite the abundance of resources available on the Internet, it is the responsibility of EFL teachers to plan the EFL learning process and direct students as they study. A critical aspect that requires greater thought from educators and students is how this virtual component works in conjunction with face-to-face sessions. In general, Blended learning encourages EFL teachers and students to collaborate and build knowledge across various EFL learning communities regardless of location; in other words, it encourages teachers and students to view EFL learning as an alternative strategy for fostering teaching and learning.

<b>2.1.2.3. Factors Affecting Blended Learning </b>

Hien (2018) concludes several factors that influence students’ Blended Learning as follow:

a. Student factors

It is widely acknowledged that one of the primary prerequisites of blended and online learning is that students possess the requisite knowledge and skills for autonomous learning. Garrison & Kanuka (2004) claimed that blended learning requires independent study and participation from students because of how it combines traditional classroom instruction with modern digital tools. However, as Alebaikan (2010) points out, students seem not to be very good at self-regulating their learning. His studies at Saudi universities suggest that a lack of discipline and response on the part of students is a significant barrier to their success in blended learning courses. This could be because they are used to classes where teachers do most of the talking and students do most of the listening, sometimes known as the classic didactic lecture-based classroom. Some students may not take online

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instructions seriously because they feel lost in a blended learning environment that requires an acceptable amount of self-discipline (Al-Jarf, 2005). Some students may not participate in blended learning because they are accustomed to traditional classroom settings and believe that online learning is merely supplemental rather than an integral part of their education (Alebaikan, 2010; Comas-Quinn, 2011). In particular, studies conducted in Vietnam (Hoang, 2015) show that most Vietnamese students appear to rely heavily on their teachers for both motivation and content acquisition. This may have an impact on their capacity for independent learning and cause them to value instruction from their instructors over that received from their peers.

Student's ability to use computers and the internet effectively is the second factor to consider. Research conducted by Hong and Samimy (2010) on a sample of 244 undergraduate EFL students indicated that those with higher levels of computer literacy had a more favorable view of CALL and blended learning. Students who are not computer literate or who have never used one tend to be resistant to the use of technology in the classroom (Coryell & Chlup, 2007). When taking part in the online component of a blended course, students may frequently face some technological difficulties, such as the need for additional software, Internet connection issues, or trouble with assignment submission systems (Chew, 2009). Some students also struggle to make the connection between online and face-to-face learning (Chew, 2009; Taylor & Newton, 2013) or to locate relevant online content or resources. In addition to this, as was already said, blended learning includes both synchronous and asynchronous components.

b. Teacher factors

Teacher factors involve both pedagogy skills and information and communication technology. Blended learning courses necessitate that instructors have a solid grounding in constructivist pedagogy. From this theoretical vantage point, it is common knowledge that focusing on the needs of individual students is the most important aspect in creating a successful blended learning environment.

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This view has been supported by two studies (Marsh, 2012; Vaughan, 2007). In a learner-centered classroom, teachers are expected to take on the role of facilitator, helping students reach their learning goals through a combination of strategies like scaffolding, active and self-regulated learning, student interaction, and assessment and feedback.

In addition, students in online settings typically expect more regular feedback from their instructors than they would in a traditional classroom setting (Graham et al., 2003). Strackle (2007) observed that many educators are unaware of their students' independent study time and struggle to incorporate it into traditional classroom settings.

Giving online comments, facilitating online discussions, and handling online problems are all issues that have been documented as common challenges for teachers in blended learning courses. Alebaikan (2010) and Chew (2009). The situation in Vietnam appears to mirror these findings (Canh, 2001; Hieu, 2013; Hoa, 2009; Hoang & Thao 2012) in that the majority of teachers have a limited grasp of student-centered pedagogy. Therefore, the emphasis in the classroom remains on the teacher-centered, traditional model, with grammar and vocabulary instruction taking precedence (Hiep, 2005; Hoa, 2009; Nunan, 2003; Utsumi & Hau, 2010). As a result, students may not significantly develop their communicative abilities, and the online component of the blended learning course may be overlooked or undervalued.

Teachers' familiarity with technology, in addition to their pedagogical expertise, is crucial to the success of blended learning programs.

Blended courses are more likely to function smoothly and productively if teachers have the technological abilities to deal with both expected and unexpected technical issues that may arise during the teaching and learning process. Unfortunately, however, many educators only have limited ICT understanding and competency (Thu, 2011; Thu, Nicholas, and Lewis, 2012). Blended learning courses

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can be challenging for educators to create and implement because of their complexity and time commitment requirements (Alebaikan, 2010; Vaughan, 2007).

Teachers' mindset and perspective can have a significant impact on both the quality of their students' learning experiences and the success with which they are achieved (Hien, 2018). There is widespread agreement amongst academics in this area that educators' biases may influence their decisions, which in turn influences classroom dynamics and student achievement (Gerbic, 2011). In contrast, if they are required to teach blended courses but aren't familiar with its benefits, they may hold a negative attitude and not devote themselves to implementing it (Niemiec & Otte, 2010). If they have a positive attitude towards blended learning and believe in its benefits, they will try their best to apply and promote it.

c. Institution factors

Not only do aspects connected to students and teachers matter, but factors relating to the institution themselves are also significant. The importance of institutions in developing the policy, planning, resources, and support systems vital to the effective implementation of a blended learning program was previously elucidated by Garrison and Kanuka (2004).

This is reinforced by the findings of Betts (2014), who noted that a lack of institutional support is one of the main obstacles to instructors' engagement and retention in blended learning courses.

d. Design factors

The course design dimension is the fourth component that contributes to students' learning in blended learning courses. The course design appears to be a key feature that has a tremendous influence on students' learning, as Graham (2006) noted that it is rarely accepted that a blended learning environment can also mix the least effective parts of both worlds if it is not structured effectively. Satisfaction with the course (Lee, 2014) and perceived learning (Gray and Diloreto, 2016) are two factors that impact students' performance in school. In addition, there are many advantages for students in a well-designed blended course.

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e. Other factors

In addition to the aforementioned fundamental elements, there are a few extra aspects influencing students' success in blended learning. One is having access to sufficient financial and educational resources (Poon, 2013). He conducted interviews with nine faculty members and sent questionnaires to 260 students to conclude that financial and educational support has a significant influence in determining student success.

Culture is the second additional consideration because it affects all facets of one's life, including schooling. Therefore, knowing the cultural features of a culture is crucial to the effectiveness of implementing a new educational system, such as blended learning.

This is consistent with Al-Harthi's (2005) observation that societies are perpetually adjusting to the unforeseeable effects of technology on their moral, political, cultural, and religious norms. As a result, they might limit or expand the scope of technological development.

Hofstede et al. (2010) provide another illustration by summarizing aspects of Asian culture, such as the power distance between professors and students, the importance placed on group cohesion, and the importance placed on protecting one's reputation. Some students may be reluctant to openly share their thoughts for fear of hurting their friends or jeopardizing their face (An, 2002; Ashwill & Diep, 2004), and as a result, students may be less likely to approach professors with questions. Also, Asian students are frequently hesitant and frightened of losing face, thus they do not actively participate in the synchronous and asynchronous technologies in blended learning, which is a major reason why blended learning in these cultures cannot achieve its potential promise. They have a hard time adjusting to the demands of a blended learning course since they are passive and teacher-dependent in practically every element of their learning.

<b>2.2. Literature review </b>

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In the world, there have been many different studies on the Blended Learning method, because it is considered an educational method of modern culture with great progress. Specifically, the University of Central Florida has implemented the E-Learning model as well as Blended Learning from a very early age. Starting from the application of research with 8 subjects with applied Blended Learning with 125 students participating in 1997, this number has now increased to 503 subjects with Blended Learning with 13,600 students enrolled (Arabasz and Baker, 2003). Or closer to our country, in the Asian region, Hong Kong also has an admirable education. In a survey for Hong Kong learners by Lee and Chang (2005), 49% of the surveyed learners prefer the Blended Learning method, and 42% choose the traditional learning method, supplementing E-Learning.

Or for individual studies, relevant documents can be found from researchers around the world on this topic. According to Brookbank, Grover, Kullberg, and Strawser (1999), using different reading strategies improved students' ability to comprehend what they were reading. Poor readers did not attempt to learn reading methods, as demonstrated by Lesgold, McCormick, & Golinkoff (1975), and they read various texts in a similar way. According to Ahmadi and Pourhossein (2012), the reading comprehension skills of readers are positively impacted by the reading method. Both proficient and less proficient readers' reading abilities were improved by reading strategies. Different reading strategies were used by readers, and they were aware of their proper use in various situations. Students who learn reading strategies strive to identify a paragraph's main concept, make clear confusing words, phrases, or sentences, and summarize what they have read, according to Ahmadi and Pourhossein (2012). These reading strategies assist readers in handling problems and assessing their planning and performance. Cziko (1980) asserts that ESL/EFL students with lower competency focus on the orthographic characteristics of text words, whereas students with higher proficiency rely on discourse, syntactic, and semantic cues.

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The impact of blended learning on the reading proficiency of Iranian EFL learners was examined by Ghazizadeh and Fatemipour (2017). A quasi-experimental design was utilized to accomplish this. Iranian intermediate EFL students were randomly split into two groups. The results demonstrated that blended learning had a statistically significant positive impact on the reading proficiency of Iranian EFL students. In English language programs, blended learning has the potential to hasten learning, particularly for reading abilities. The advantages of blended learning can increase learning opportunities by letting learning take place at the learner's preferred location and time, further learner autonomy by handing over more control and forgoing traditional teacher-centered classes, and motivate students to continue their language studies.

Bataineh and Mayyas (2017) investigated the effects of Moodle-enhanced training on Jordanian EFL students' reading comprehension and grammatical abilities. Pre-/post-test, quasi-experimental design is used in the investigation. A purposeful sample of 32 students was randomly divided into an experimental group (n = 17) and a control group (n = 15) in a language requirement course at a Jordanian public university. The study demonstrated that the experimental group outperformed the control group in both reading comprehension and grammar (at = 0.05), demonstrating the value of the blended-learning strategy.

ICT scholars claim that enhancing instruction and providing instructors and students with additional teaching and learning assistance are two benefits of using ICT in teaching and learning (Salehi & Salehi, 2012; Yunus, Salehi & Chenzi, 2012; Young, 2003). There is no denying that effective ICT use in education improves instruction and fosters student learning. Numerous elements have been identified to have an impact on how ICT is used to teach reading in secondary schools. The factors at the teacher, school, and system levels are among those listed by Boakye and Banin (2008). How well teachers incorporate ICT into their classes may also be influenced by organizational factors and attitudes toward technology (Chen, 2008). Adomi & Kpangban (2010) identified insufficient school budget, subpar facilities,

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and a lackluster maintenance culture as further barriers to effective ICT integration into education in the majority of Nigerian secondary schools. In a different study, Aduwa-Ogiegbran and Iyamu (2005) examined the primary obstacles to ICT adoption in secondary schools in Nigeria. Key obstacles to the use of ICT in secondary education in Nigeria include the high cost of computer hardware and software, a poor infrastructure, a lack of human ICT skills and expertise, and a lack of relevant software that is both linguistically and culturally acceptable for Nigeria. The use of ICT in reading comprehension education appears to have run into enough obstacles as a result of these factors. Finding the information students need for their coursework still requires teacher assistance. It is simpler to impart and explain new knowledge when professors and students meet face-to-face (Arkorful & Abaidoo, 2015; Hoic-Bozic et al., 2016; Singh, 2003; Spanjers et al, 2015; Vu, 2015).

In Vietnam, there are also studies on blended learning for English language teaching and learning at universities. For example, Hanoi University of Industry implemented a Blended Learning model in 2016 with 50% face-to-face learning and 50% online learning in the fields of information technology and foreign languages. Or as for the research of Hung Vuong University, the assessment of learning quality when applying Blended learning is still not high. Due to the common ground, students do not have a high sense of self-discipline in studying documents as well as self-studying. The perception of students in a class is also diverse. Therefore, implementing online learning completely for a certain course is not appropriate. This is an outstanding reason why Blended learning has not yet become popular and widely studied in Vietnam. There's no denying that face-to-face interactions with teachers and other students and the classroom experience cannot entirely be replaced by online learning. However, utilizing Internet resources is a useful way to broaden students' understanding (Hoa, 2019).

Hien (2018) looks into the elements that may affect the success of blended learning in higher education. Although blended learning has gained popularity in

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