Blended Extensive Reading Program for EFL Classes: Insights and Reflections from Learners

Tosun Z. Y., İpek Kuru Gönen S.

Reading in a Foreign Language, vol.37, no.1, 2025 (ESCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 37 Issue: 1
  • Publication Date: 2025
  • Journal Name: Reading in a Foreign Language
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Keywords: blended learning, digital reading, extensive reading, reading in a foreign language, second and foreign language reading attitudes
  • Anadolu University Affiliated: Yes

Abstract

This study investigates the impact of a seven-week extensive reading (ER) program integrated with a blended learning modality (face-to-face and online) on tertiary-level English as a Foreign Language (EFL) learners. In a mixed-methods research design, it investigated whether the systematic blended ER program affected learners’ reading attitudes and explored their views of the program. The quantitative data from a pre-and post-test questionnaire revealed a significantly positive change in the participants’ reading attitudes. The qualitative findings gathered through weekly reflective logs and semi-structured interviews highlighted the program’s contribution to the participants’ reading practices. The participants faced some challenges, mainly due to problems with digital reading. The findings primarily revealed that the blended ER offered valuable opportunities for EFL learners and enhanced their second and foreign language (L2) reading experiences in numerous ways. The findings offer valuable implications for educators, L2 practitioners, and program designers for future implementations of ER programs.