Integration of a blended learning and extensive reading instructional model for enhancement of English reading comprehension and learner autonomy of EFL undergraduate students

Abstract

To be able to read well as well as to manage one’s own reading is important because it leads to the development of learner autonomy, which is necessary for learners in the 21st century. The present study investigated the effects of integration of a blended learning and extensive reading instructional model on EFL students' English reading comprehension and learner autonomy. This study employed a one-group, pre-test post-test design to collect both quantitative data and qualitative data. The sample consisted of 40 English major students who enrolled in the Reading for Text Interpretation Course in the first semester of the academic year 2017 at Suratthani Rajabhat University, Thailand. The research instruments included the English reading comprehension test, the learner autonomy questionnaire, the learner autonomy interview protocol, the opinion questionnaire, and the opinion interview protocol. The findings revealed that the students' English reading comprehension and learner autonomy increased with statistical significance after the treatment and students were satisfied with the contents, the materials, the online activities, and the usefulness of the course. Based on the findings, it could be concluded that integration of a blended learning and extensive reading instructional model could be effectively implemented to promote English reading comprehension and learner autonomy of EFL students.