Using Internet-Based Reading Activities to Enhance the Face-To-Face Teaching of Reading in Community College at the University of Tabuk

• Published in: Asian EFL journal (Busan) Vol. 28; no. 3.2; p. 10
• Main Author: Habbash, Manssour
• Format: Journal Article
• Language: English
• Published: Busan Time Taylor Publishing 01.06.2021
• Subjects: Blended learning; Community colleges; Creativity; English as a second language instruction; Internet; Learning environment; Reading ability; Reading comprehension; Second language reading; Second language reading instruction; Saudi Arabia
• ISSN: 1738-1460

This study aimed to investigate how far internet-based reading activities can enhance learners' reading skills in face-to-face learning experience at the Community College, University of Tabuk in Saudi Arabia for the Academic Year 2020. Furthermore, the current study tried to find out the participants' learning preferences, experiences, and participation in two types of classrooms i.e., traditional and non-traditional as blended learning has come in vogue at the university due to Covid19 restrictions. This quantitative research consisted of 90 university EFL learners from the Community College at Tabuk University. The study employed descriptive statistics to analyze learners' responses. The findings showed that internet-based reading activities and peer moderated discussions can enhance learners' reading skills in the face-to-face EFL classes at the university. Internet-based reading activities also led to greater language output in the other three English language skills, viz. speaking, listening and writing when these are undertaken in the physical mode. While applying the reading activities to match students' learning preferences, some gaps emerged. Limited literature existed on following up internet-based reading activities with physical learning in traditional classrooms. The main research question can be drawn as: How far can the innovative method of internet-based reading enhance learners' reading in face-to-face learning environments. The results proved encouraging creative drills as opposed to the previously challenging reading drills were perceived as engaging by the learners after the brief intervention. However, whether the results are temporal or reliable can only be ascertained with larger samples and varied learning environments.