Reading is one of the four macro skills that English learners need to master in order to use the language for study and communication purposes. Thus, developing student English reading skills is one essential goal in any English as a Foreign Language education program, especially at tertiary level. However, in a blended learning environment, the development of students’ reading skills might be challenged by various factors such as the design of the blended learning program, the technological infrastructures, the employment of online learning and asynchronous mechanism, etc. It is believed that the selection and design of the reading tasks and activities place profound influence on the students’ learning of English reading skills. Therefore, this action research aims at investigating the effectiveness of extra reading tasks on improving students’ reading sub-skills and their attitudes towards learning reading in English in a blended learning environment. In order to achieve the goal, the study employs an action research design in which 16 extra reading tasks were designed and delivered to one group of non-English major students in 8 weeks. Data were collected via pre- and post-intervention survey on 32 students, semi-structured interviews with 5 students. The findings of the study revealed the generally positive impact of the extra reading tasks on students’ reading subskills and attitudes toward learning reading in English. Based on the findings, suggestions on improving reading resources in the online component and integrating online reading in face-to-face lessons are proposed to facilitate student learning of English reading skills in a blended learning environment.

Ngôn ngữ:	En
Tác giả:	Nguyễn Nhân Hà, GVHD: Trần Thị Duyên
Thông tin nhan đề:	Using extra tasks to improve student's english reading skills in blendead learning environment: An action research
Nhà xuất bản:	Đại học Công nghiệp Hà Nội
Loại hình:	Luận văn Thạc sĩ / Bộ sưu tập: Ngoại ngữ
Mô tả vật lý:	118tr.
Năm xuất bản:	2021