BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS

Selma Kara

doi:10.17240/aibuefd.2018..-431467

BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS

Abstract

In academic reading classes in English Language Teaching Department, students are expected to read articles critically in their field; however, many students do not seem to apply much effort in reading course materials. Most of the students devote an insufficient amount of time and energy in reading and attend class without having read texts. It seems that there is a need to improve reading practices in ELT Department. In order to solve the problem, a blended learning model supported by Edmodo was incorporated. The aim of the study was to examine whether blended learning can help enhance reading engagement and comprehension. The comparisons between treatment and control groups showed that blended learning allows for a collaborative learning environment. The results indicated that students become more engaged with the text, spend more time to read and complete assignments when blended learning model supported by Edmodo is used and in a blended learning environment, students get better comprehension scores in their academic reading course. The study supported evidence for the effectiveness of blended learning in an academic reading course and concluded that collaboration provided through blended environment increases reading engagement and comprehension.

Keywords

Harmanlanmış öğrenme,Edmodo,okumaya adanmışlık,anlama,akademik okuma

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Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Selma Kara

Publication Date

June 6, 2018

Submission Date

September 12, 2018

Acceptance Date

May 10, 2018

Published in Issue

Year 2018 Volume: 18 Number: 2

DOI

https://doi.org/10.17240/aibuefd.2018..-431467

IZ

https://izlik.org/JA32LD76NM

Cite

RIS / Bibtex

APA

Kara, S. (2018). BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 953-970. https://doi.org/10.17240/aibuefd.2018..-431467

AMA

1.Kara S. BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS. BAİBÜEFD. 2018;18(2):953-970. doi:10.17240/aibuefd.2018.-431467

Chicago

Kara, Selma. 2018. “BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS”. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18 (2): 953-70. https://doi.org/10.17240/aibuefd.2018. -431467.

EndNote

Kara S (June 1, 2018) BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18 2 953–970.

IEEE

[1]S. Kara, “BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS”, BAİBÜEFD, vol. 18, no. 2, pp. 953–970, June 2018, doi: 10.17240/aibuefd.2018..-431467.

ISNAD

Kara, Selma. “BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS”. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18/2 (June 1, 2018): 953-970. https://doi.org/10.17240/aibuefd.2018. -431467.

JAMA

1.Kara S. BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS. BAİBÜEFD. 2018;18:953–970.

MLA

Kara, Selma. “BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS”. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, vol. 18, no. 2, June 2018, pp. 953-70, doi:10.17240/aibuefd.2018. -431467.

Vancouver

1.Selma Kara. BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS. BAİBÜEFD. 2018 Jun. 1;18(2):953-70. doi:10.17240/aibuefd.2018. -431467

Cited By

Teknoloji ve Tasarım Dersinde Harmanlanmış Öğrenmenin Öğrencilerin Tutum, Öz Düzenleme, Bilimsel Yaratıcılık ve Akademik Başarılarına Etkisi

Batı Anadolu Eğitim Bilimleri Dergisi

https://doi.org/10.51460/baebd.1499804