Araştırma Makalesi
BibTex RIS Kaynak Göster

BLENDED LEARNING: A MODEL TO ENHANCE ENGAGEMENT IN READING CLASS

Yıl 2018, Cilt: 18 Sayı: 2, 953 - 970, 06.06.2018
https://doi.org/10.17240/aibuefd.2018..-431467

Öz

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.

Kaynakça

  • Anderson, N. J. (2013). Active skills for reading. Toronto: Heinle&Heinle Publishers. Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended Learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9), 254-266.
  • Carini, R., Kuh, G., & Klein, S. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1–32. http://doi.org/10.1007/s11162-005-8150-9.
  • Chew, E., Turner, D., and Jones, N. (2010). In love and war: blended learning theories for computer scientist and educationalists. In F.L. Wang, J. Fong and R. Kwan, (eds.), Handbook of research on hybrid learning models: advanced tools, technologies, and applications. Hershey, PA: Information Science Reference.
  • Connor, C. M., Jakobsons, L. J., Crowe, E. C., & Meadows, J. G. (2009). Instruction, student engagement, and reading skill growth in Reading First classrooms. The Elementary School Journal, 109(3), 221. Retrieved December 12, 2016, from http://www.journals.uchicago.edu/doi/full/10.1086/592305
  • Dolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, M. M. (2003). How nine third-grade teachers motivate student academic engagement? Elementary School Journal, 103, 239–267.
  • Dziuban, C. D., Hartman, J. L., and Moskal, P. D. (2004). Blended learning. Educause Center for Applied Research, 7, 1-12. Retrieved August 10, 2016 from https://www.educause.edu/ir/library/pdf/ERB0407.pdf
  • Eydelman, N. (2013). A blended English as a Foreign Language academic writing course. In B. Tomlinson & C. Whittaker (Eds.), Blended Learning in English Language Teaching: Course Design and Implementation (pp. 43-50). UK: London British Council.
  • Finn, J. D., and Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp.97–131). Boston, MA: Springer.
  • Fisher, A. and Scriven, M. (1997). Critical thinking: Its Definition and Assessment. UK: Center for research in critical thinking. Edge press.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
  • Grabe, W. (2009). Teaching and testing reading. In M.H. Long C.J. Doughty (eds.), The handbook of language teaching (pp. 441-462). MA: Blackwell Publishing LTD.
  • Guthrie, J. T. and Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil & P. Mosenthal (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Mahwah, NJ: Lawrence Erlbaum.
  • Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scaffidi, N. and Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403–423. Retrieved March 21, 2015 from http://www.cori.umd.edu/research-publications/2004-guthrie-wigfield-etal.pdf
  • Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231–256.
  • Guthrie, J. T., Wigfield, A. and You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York, NY: Springer.
  • Jou, M., Lin Y., & Wu, D. (2016). Effect of a Blended Learning Environment on Student Critical Thinking and Knowledge Transformation. Interactive Learning Environments, 24(6), 1131-1147. https://doi.org/10.1080/10494820.2014.961485
  • Kandappan, B. V., Jaykumar, L. and Fukey, N. (2014). A study on student preference towards the use of edmodo as a learning platform to create responsible learning environment. Procedia - Social and Behavioral Sciences, 144, 416-422. Retrieved March 20, 2016 from https://doi.org/10.1016/j.sbspro.2014.07.311.
  • Klauda, S. and Guthrie, J. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Read Write, 28, 239–269. Retrieved April 18, 2016 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4314949/pdf/nihms616858.pdf.
  • Kongchan, C. (2013). How Edmodo and Google Docs Can Change Traditional Classrooms? Proceedings of the European Conference on Language Learning, Brighton, United Kingdom, paper no.0442, 2013.
  • Ku, Y. L. K. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70-76.
  • Ma’arop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher learning institutions: A review of literature. International Education Studies, 9(3), 41-52.
  • Motteram, G. (2006). Blended Education and the Transformation of Teachers: A Long-term Case Study in Postgraduate UK Higher Education. British Journal of Educational Technology, 37(1), 17-30. https://doi.org/10.1111/j.1467-8535.2005.00511.x
  • Melor M.Y; Nur Rashidah K.R. (2011) Motivation and Attitude for Learning English among Year Six Students in Primary rural school. Procedia Social & Behavioral Sciences, 15, 2631-2636.
  • Palak, D. & Walls, T., R. (2009). Teachers’s Belief and Technology Practices: A Mixed methods Approach. Journal of Research on Technology in Education, 41(4), 417-441.
  • Paul, R., Elder, L. and Bartell, T. (1997). Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction. Retrieved February 3, 2015 from http://www.criticalthinking.org/research/Abstract-RPAUL-38public.cfm
  • Pearcy, A.G. (2009). Finding the perfect blend: A comparative study of online, face-to-face, and blended instruction. University of North Texas. ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304963133?accountid%20=4488%20(304963133)
  • Pekrun, R., Goetz, T. and Perry, R. P. (2005). Academic emotions questionnaire-mathematics (AEQ-M): User’s manual. Germany: University of Munich.
  • Rosenfeld, M., Leung, S. and Oltman, P. (2001). The reading, writing, speaking, and listening tasks important for academic success at the undergraduate and graduate levels. TOEFL Monograph 21. Princeton, NJ: Educational Testing Service.
  • Taj, I. H., Ali, F., Sipra, M. and Ahmad, W. (2017). Effect of technology enhanced language learning on efl reading comprehension at tertiary level. Arab World English Journal (AWEJ), 8(1), 108-129. Retrieved June 16, 2017 from https://dx.doi.org/10.24093/awej/vol8no1.9
  • Thongmak, M. (2013). Social network system in classroom: antecedents of Edmodo adoption. Journal of e-Learning and Higher Education, 2013 (2013), 1-15. Retrieved February 3, 2016 from https://doi.org/10.5171/2013. 657749.
  • Trowler, V. (2010). Student engagement literature review. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/studentengagementliteraturereview_1.pdf
  • Vernadakis, N., Giannousi, M., Derri, V., Michalopoulos, M & Kioumourtzoglou. (2011). The impact of blended and traditional instruction in students’ performance. Procedia Technology. 1, 439-443.
  • Wagner, R. K. (1997). Intelligence, training, and employment. American Psychologist, 52 (10), 1059–1069.
  • Wang, X., Yang, Y. and Wen, X. (11-14 October 2009). Study on blended learning approach for English teaching. Paper presented at the Systems, Man and Cybernetics (SMC), 2009. IEEE International Conference on System, Man and Cybernetics.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Selma Kara

Yayımlanma Tarihi 6 Haziran 2018
Gönderilme Tarihi 12 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 2

Kaynak Göster

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