Blended Learning Impact on EFL Readers’ Ability to Summarize and Respond to Narrative Texts

Abstract

Blended learning, an innovative approach to course design, caters consecutively a learning style that is mostly preferred by students, and assists language teachers. This study aims to investigate Blended learning impact in developing students’ ability to summarize, and then respond in writing to narrative texts. To reach this objective, Pre-test/Posttest control group design was conducted on second year English students in the Teacher Training School “Assia Djebar” of Constantine. After administering a pretest prior the beginning of the training, fifty participants were assigned either to the experimental condition, or the control condition. During six weeks, the former was subjected to blended learning environment where students could take advantage of both Moodle e-learning platform and in-class reading instruction; whereas the latter received materials, instruction and feedback through traditional Face-to-Face classes. After the experiment, the participants were post-tested, and a t test was used to compare the mean scores. Data analysis confirmed the statistical significance of change in the mean scores between the two groups showing that when using technology to combine in-class and out-of-class learning, EFL learners can reach a better level of expertise in reading comprehension skills.