The Impact of Blended Learning on Medical Students' Reading Performance in a Saudi University

Autor/inn/en	Al Roomy, Muhammad; Althewini, Abdulaziz
Titel	The Impact of Blended Learning on Medical Students' Reading Performance in a Saudi University
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 4, S.95-104 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; Outcomes of Education; Blended Learning; Medical Students; Reading Achievement; Reading Comprehension; College Freshmen; Vocabulary Development; Reading Attitudes; Electronic Learning; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Leseleistung; Leseverstehen; Studienanfänger; Wortschatzarbeit; Reading behavior; Rading behaviour; Leseverhalten; Saudi-Arabien
Abstract	This study examined the effect of an extensive reading online program implemented in a blended learning format to increase students' reading comprehension. The participants were Saudi freshmen students in a medical university, and the data were collected from two sources: pre- and post-test scores and an open-ended questionnaire. The results indicated students' significant progress in reading comprehension and vocabulary knowledge in the post-test stage. Similarly, students had positive attitudes and experiences after the intervention toward learning reading. Students reported that the extensive reading online program helped them to read more efficiently with maximum comprehension and work at their pace to develop their learning skills. It also was found that extensive reading created a motivating environment for learning. Students changed their views of reading as solely as an academic activity into seeing it as a personal interest and a lifelong learning activity. Finally, the study offered some pedagogical implications and recommendations for further research that will help teachers attempting to improve students' reading comprehension via blended learning modes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01