The Impact of Blended Collaborative Learning on the English Reading Comprehension

Abstract

The aim of this research was to examine the impact of blended collaborative learning on Iranian learners’ understanding concept of English texts. Among the statistical population of eighth grade male students in Birjand in the academic year, 2021 which numbered 637 people, 30 students were purposefully separated into two experimental and control groups using the available sampling method. After taking the Oxford Placement Test and the purposeful appointment of learners in experimental and control groups, a pre-test was taken. Students in both groups were trained in English text comprehension techniques and skills for 4 weeks. Analysis of test results showed that students who were taught by the blended collaborative method, compared to students who were taught by the individual blended method, in understanding the concept of English texts, correct understanding and recognition of words and proper vocabulary in order to complete incomplete texts in the post-test and delayed the post-test stages have been performed much better. In understanding the reading of English texts, there was a meaningful difference between the performance of the experimental and control groups in the post-test, but no meaningful difference was obtained in function of the control and experimental groups in the delayed post-test.

EFL Students’ Voices of Blended Collaborative Learning in Completing Digital End-of-semester Projects

“…Similar to this current research, Khalil (2018) highlighted the advantage of Google Applications in establishing collaborative learning environment which supported teacher and student interactions. Interaction in online learning environments seeks to combine technology with traditional media and is not limited to an instrumental approach (Motlagh et al, 2023). It is important to note that interaction among peers is an essential factor in determining the success of collaborative learning (Lambropoulos & Pitsou, 2020).…”

“…In the context of teaching EFL, Motlagh et al (2023) revealed that blended collaborative learning contributed to better performance of students' English reading comprehension especially in terms of understanding the concept of English texts and using proper vocabulary to complete the texts. Butarbutar et al (2023) found that blended collaborative learning was successful to implement in teaching speaking English as a foreign language.…”