BLENDED LEARNING IN EXTENSIVE READING PROGRAMS: TEACHERS' AND STUDENTS' PERCEPTIONS
Main Article Content
Abstract
The study examined teachers' and students' perceptions of blended learning in extensive reading programs at a military university in Vietnam. A mixed methodology was employed, collecting quantitative data from 74 non-English major students and qualitative data from six English lecturers. The quantitative statistics indicated strong support for engaging in online and offline group activities (M=4.42, SD=0.497) and reported experiencing higher motivation for reading extensively (M=4.18, SD=0.383). However, several obstacles were listed, such as technical difficulties (M=4.47, SD=0.503), digital reading fatigue (M=4.32, SD=0.471), and constraints associated with the military educational structure (M=4.34, SD=0.407). Even with these challenges, the students generally liked the program and suggested a blended learning experience in the future (M=4.51, SD=0.503). The qualitative findings from the teacher interviews revealed how using the digital platform made reading materials available to more students and motivated them to learn anonymously. The research additionally proposes several recommendations for teachers to adapt their teaching and to invest in professional development to succeed in using blended extensive reading.
Keywords
blended learning, extensive reading program, perceptions
Article Details
References
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Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: definition, models, implications for higher education. Bulletin of the South Ural State University Series “Education. Education Sciences”, 8(2), 24-30. https://doi.org/10.14529/ped160204
Cancino, M., & Gonzalez, N. (2023). Exploring reading attitudes, reading self-efficacy, and reading proficiency in a blended learning context among EFL learners. Journal of Language and Education, 9(4), 31-45. https://doi.org/10.17323/jle.2023.16303
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students' learner autonomy. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 76-96. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/205072
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141. https://doi.org/10.64152/10125/66761
Dinh, T. T. L., Tran, X. T., Le, T. H. T., & Pham, H. T. U. (2024). The implementation of blended learning for English courses at higher education in Vietnam: teachers’ perceptions. AsiaCALL Online Journal, 15(1), 1-18. https://doi.org/10.54855/acoj.241511
Do, V. Q., & Phan, V. M. (2024). Một số giải pháp sử dụng mô hình dạy học kết hợp phù hợp với đặc thù các nhà trường quân đội (Some solutions for using blended learning model suitable to the characteristics of military schools). Vietnam Journal of Education, 24(Special Issue 2), 120-125. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1703
Flores-González, N. (2019). Promoting extensive reading in a blended learning modality: Students' perceptions. Journal of Teaching and Educational Research, 5(16), 43-54. https://doi.org/10.35429/JTER.2019.16.5.43.54
Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge. Retrieved from https://www.routledge.com/Teaching-and-Researching-Reading/Grabe-Stoller/p/book/9781138847941
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education, 18, 24-28. https://doi.org/10.1016/j.iheduc.2012.09.001
Ghazizadeh, T. & Fatemipour, H. (2017). The effect of blended learning on EFL learners’ reading proficiency. Journal of Language Teaching and Research, 8(3), 606-614. http://dx.doi.org/10.17507/jltr.0803.21
Huynh, N. M. K., Pham, T. T. N. & Tan, C. K. (2018). ICT use of teachers in teaching English in Vietnam. Journal of Information System and Technology Management, 3(9), 39-49. Retrieved from https://www.researchgate.net/publication/335568797_ICT_Use_of_Teachers_in_Teaching_English_in_Vietnam
Karaarslan, A., & Polat, E. (2025). The effects of digital reading on third grade EFL students’ motivation, attitude, reading comprehension, and vocabulary acquisition. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2025.2599147
Karkour, I. (2014). A blended learning model for teaching reading in English as a foreign language. Teaching English with Technology, 14(4), 17-32. Retrieved from https://files.eric.ed.gov/fulltext/EJ1143469.pdf
Kudryashova, A.V., Gorbatova, T.N., & Rozhkova, N.E. (2016). Developing a blended learning-based model for teaching foreign languages in engineering institutions. SHS Web of Conferences, 28, 01128. https://doi.org/10.1051/shsconf/20162801128
Latham-Koenig, C., Oxenden, C. & Lambert, J. (2019). New English File: Pre-intermediate student's book with Online Practice. Oxford University Press. Retrieved from https://www.oup.com.au/books/english-language-teaching/adult-courses/9780194037419
Lee, S. Y., & Hsu, Y. (2009). Determining the crucial characteristics of extensive reading programs: The impact of extensive reading on EFL writing. The International Journal of Foreign Language Teaching, 5(1), 12-20. Retrieved from https://www.scirp.org/reference/referencespapers?referenceid=2699860
Levy, L. S. (2016). Extensive reading in English as a foreign language/ English as a second language contexts. Reports from the Faculty of Clinical Psychology, 9(3), 69-85. Retrieved from https://fr.scribd.com/document/654875323/Extensive-Reading-in-English-as-a-Foreign-Language-English-as-a-Second-Language-Contexts
Ma. L. & Zhao, Z. (2025). Reading motivation and reading comprehension achievement among English majors in China: A descriptive correlational study. Heliyon, 11(3), e42427, https://doi.org/10.1016/j.heliyon.2025.e42427
Mori, S. (2015). If you build it, they will come: From a "Field of Dreams" to a more realistic view of extensive reading in an EFL context. Reading in a Foreign Language, 27(1), 129-135. https://doi.org/10.64152/10125/66704
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37. https://doi.org/10.1002/tesq.157
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16. https://doi.org/10.26686/wgtn.12560378
Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. Routledge. Retrieved from https://www.routledge.com/Teaching-Extensive-Reading-in-Another-Language/Nation-Waring/p/book/9780367408251
Nguyen, L. P., Tran, T. C. & Ngo, G. B. (2026). Apply the blended learning model in national defense and security education for university students in Vietnam. International Journal of Evaluation and Research in Education, 15(2), 1446-1453. https://doi.org/10.11591/ijere.v15i2.37236
Neumeier, P. (2005). A closer look at blended learning - parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163-178. https://doi.org/10.1017/S0958344005000224
Nishizawa, H., Yoshioka, T., & Ichikawa, Y. (2018). Benefits of long-term extensive reading program in English as a foreign language. Journal of International Scientific Publications, 12, 9-23. Retrieved from https://www.scientific-publications.net/get/1000032/1537873903489059.pdf
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. Journal of Online Learning and Teaching, 9(2), 271-288. Retrieved from https://jolt.merlot.org/vol9no2/poon_0613.htm
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren't we all doing it? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295-302). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.041
Robb, T., & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247. https://doi.org/10.64152/10125/66870
Schechter, R. L., Kazakoff, E. R., Bundschuh, K., Prescott, J. E., & Macaruso, P. (2017). Exploring the impact of engaged teachers on implementation fidelity and reading skill gains in a blended learning reading program. Reading Psychology, 38(6), 553-579. https://doi.org/10.1080/02702711.2017.1306602
Solak, E. (2014). Computer versus paper-based reading: A case study in English language teaching context. Mevlana International Journal of Education, 4(1), 202-211. http://dx.doi.org/10.13054/mije.13.78.4.1
Sun, Z., & Qiu, X. (2017). Developing a blended learning model in an EFL class. International Journal of Continuing Engineering Education and Life Long Learning, 27(1/2), 4-21. https://doi.org/10.1504/IJCEELL.2017.080998
Tonsun, Z. Y. & Gönen, S. I. K. (2024). Technology meets extensive reading: Design of a blended extensive reading program in an English as a foreign language context. Proceedings of the International Conference on Research in Teaching and Education, 1(1), 26-37. https://doi.org/10.33422/rteconf.v1i1.241
Velushchak, M., Kravchenko, T., Havrylenko, K., & Mykhailenko, T. & Sokolovska, L. (2021). Development of foreign language competence of higher education students in the context of blended learning. Revista Tempos e Espaços em Educação, 14(33), e16671. Retrieved from https://dspace.chnu.edu.ua/items/1ea313a4-5261-4256-ac61-0bf1b9d5fd82
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263. https://doi.org/10.64152/10125/66872
Yaroslavova, E. N., Kolegova, I. A., & Stavtseva, I. V. (2020). Flipped classroom blended learning model for the development of students' foreign language communicative competence. Perspectives of science and education, 43(1), 399-412. https://doi.org/10.32744/pse.2020.1.29
Bojović, M. D. (2017). Blended learning as a foreign language learning environment. Teme-Časopis za Društvene Nauke, XLI(4), 1017-1036. https://doi.org/10.22190/TEME1704017B
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: definition, models, implications for higher education. Bulletin of the South Ural State University Series “Education. Education Sciences”, 8(2), 24-30. https://doi.org/10.14529/ped160204
Cancino, M., & Gonzalez, N. (2023). Exploring reading attitudes, reading self-efficacy, and reading proficiency in a blended learning context among EFL learners. Journal of Language and Education, 9(4), 31-45. https://doi.org/10.17323/jle.2023.16303
Chanthap, N., & Wasanasomsithi, P. (2019). The effect of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students' learner autonomy. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 76-96. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/205072
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141. https://doi.org/10.64152/10125/66761
Dinh, T. T. L., Tran, X. T., Le, T. H. T., & Pham, H. T. U. (2024). The implementation of blended learning for English courses at higher education in Vietnam: teachers’ perceptions. AsiaCALL Online Journal, 15(1), 1-18. https://doi.org/10.54855/acoj.241511
Do, V. Q., & Phan, V. M. (2024). Một số giải pháp sử dụng mô hình dạy học kết hợp phù hợp với đặc thù các nhà trường quân đội (Some solutions for using blended learning model suitable to the characteristics of military schools). Vietnam Journal of Education, 24(Special Issue 2), 120-125. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1703
Flores-González, N. (2019). Promoting extensive reading in a blended learning modality: Students' perceptions. Journal of Teaching and Educational Research, 5(16), 43-54. https://doi.org/10.35429/JTER.2019.16.5.43.54
Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge. Retrieved from https://www.routledge.com/Teaching-and-Researching-Reading/Grabe-Stoller/p/book/9781138847941
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education, 18, 24-28. https://doi.org/10.1016/j.iheduc.2012.09.001
Ghazizadeh, T. & Fatemipour, H. (2017). The effect of blended learning on EFL learners’ reading proficiency. Journal of Language Teaching and Research, 8(3), 606-614. http://dx.doi.org/10.17507/jltr.0803.21
Huynh, N. M. K., Pham, T. T. N. & Tan, C. K. (2018). ICT use of teachers in teaching English in Vietnam. Journal of Information System and Technology Management, 3(9), 39-49. Retrieved from https://www.researchgate.net/publication/335568797_ICT_Use_of_Teachers_in_Teaching_English_in_Vietnam
Karaarslan, A., & Polat, E. (2025). The effects of digital reading on third grade EFL students’ motivation, attitude, reading comprehension, and vocabulary acquisition. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2025.2599147
Karkour, I. (2014). A blended learning model for teaching reading in English as a foreign language. Teaching English with Technology, 14(4), 17-32. Retrieved from https://files.eric.ed.gov/fulltext/EJ1143469.pdf
Kudryashova, A.V., Gorbatova, T.N., & Rozhkova, N.E. (2016). Developing a blended learning-based model for teaching foreign languages in engineering institutions. SHS Web of Conferences, 28, 01128. https://doi.org/10.1051/shsconf/20162801128
Latham-Koenig, C., Oxenden, C. & Lambert, J. (2019). New English File: Pre-intermediate student's book with Online Practice. Oxford University Press. Retrieved from https://www.oup.com.au/books/english-language-teaching/adult-courses/9780194037419
Lee, S. Y., & Hsu, Y. (2009). Determining the crucial characteristics of extensive reading programs: The impact of extensive reading on EFL writing. The International Journal of Foreign Language Teaching, 5(1), 12-20. Retrieved from https://www.scirp.org/reference/referencespapers?referenceid=2699860
Levy, L. S. (2016). Extensive reading in English as a foreign language/ English as a second language contexts. Reports from the Faculty of Clinical Psychology, 9(3), 69-85. Retrieved from https://fr.scribd.com/document/654875323/Extensive-Reading-in-English-as-a-Foreign-Language-English-as-a-Second-Language-Contexts
Ma. L. & Zhao, Z. (2025). Reading motivation and reading comprehension achievement among English majors in China: A descriptive correlational study. Heliyon, 11(3), e42427, https://doi.org/10.1016/j.heliyon.2025.e42427
Mori, S. (2015). If you build it, they will come: From a "Field of Dreams" to a more realistic view of extensive reading in an EFL context. Reading in a Foreign Language, 27(1), 129-135. https://doi.org/10.64152/10125/66704
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6-37. https://doi.org/10.1002/tesq.157
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16. https://doi.org/10.26686/wgtn.12560378
Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. Routledge. Retrieved from https://www.routledge.com/Teaching-Extensive-Reading-in-Another-Language/Nation-Waring/p/book/9780367408251
Nguyen, L. P., Tran, T. C. & Ngo, G. B. (2026). Apply the blended learning model in national defense and security education for university students in Vietnam. International Journal of Evaluation and Research in Education, 15(2), 1446-1453. https://doi.org/10.11591/ijere.v15i2.37236
Neumeier, P. (2005). A closer look at blended learning - parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163-178. https://doi.org/10.1017/S0958344005000224
Nishizawa, H., Yoshioka, T., & Ichikawa, Y. (2018). Benefits of long-term extensive reading program in English as a foreign language. Journal of International Scientific Publications, 12, 9-23. Retrieved from https://www.scientific-publications.net/get/1000032/1537873903489059.pdf
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. Journal of Online Learning and Teaching, 9(2), 271-288. Retrieved from https://jolt.merlot.org/vol9no2/poon_0613.htm
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren't we all doing it? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295-302). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.041
Robb, T., & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247. https://doi.org/10.64152/10125/66870
Schechter, R. L., Kazakoff, E. R., Bundschuh, K., Prescott, J. E., & Macaruso, P. (2017). Exploring the impact of engaged teachers on implementation fidelity and reading skill gains in a blended learning reading program. Reading Psychology, 38(6), 553-579. https://doi.org/10.1080/02702711.2017.1306602
Solak, E. (2014). Computer versus paper-based reading: A case study in English language teaching context. Mevlana International Journal of Education, 4(1), 202-211. http://dx.doi.org/10.13054/mije.13.78.4.1
Sun, Z., & Qiu, X. (2017). Developing a blended learning model in an EFL class. International Journal of Continuing Engineering Education and Life Long Learning, 27(1/2), 4-21. https://doi.org/10.1504/IJCEELL.2017.080998
Tonsun, Z. Y. & Gönen, S. I. K. (2024). Technology meets extensive reading: Design of a blended extensive reading program in an English as a foreign language context. Proceedings of the International Conference on Research in Teaching and Education, 1(1), 26-37. https://doi.org/10.33422/rteconf.v1i1.241
Velushchak, M., Kravchenko, T., Havrylenko, K., & Mykhailenko, T. & Sokolovska, L. (2021). Development of foreign language competence of higher education students in the context of blended learning. Revista Tempos e Espaços em Educação, 14(33), e16671. Retrieved from https://dspace.chnu.edu.ua/items/1ea313a4-5261-4256-ac61-0bf1b9d5fd82
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263. https://doi.org/10.64152/10125/66872
Yaroslavova, E. N., Kolegova, I. A., & Stavtseva, I. V. (2020). Flipped classroom blended learning model for the development of students' foreign language communicative competence. Perspectives of science and education, 43(1), 399-412. https://doi.org/10.32744/pse.2020.1.29