Evaluation of a Blended Reading and Writing Course Delivered with CourseSites

Abstract

Resent years, the implementation of the modern technologies, particularly Web based technologies became widespread and accessible for the majority of people independent of their age. This inspired more and more researchers and language teachers to dig in this infinite continuum of the information and knowledge to try to elicit the new, the most suitable and prevalent teaching and learning environments in the fields of EFL and ESL, which will be interesting, attractive and stress free for language learners of different ages and personalities. One of the new models of teaching and learning, which combines face-to-face learning and Learning Management Systems, is called blended learning. The present study has the aim to integrate blended learning into the curriculum of the Experimental English Classes (EEC) at American University of Armenia as a blended reading and writing course delivered with CourseSites and to see whether it has any positive effect. EEC is an afterschool language program designed to develop, enhance and enrich speaking and listening skills of EFL students of Armenian schools. In order to investigate the effectiveness of the treatment, a quasi-experimental design was utilized. The study involves both quantitative and qualitative data. The quantitative data was collected through pre- and post-test, and the questionnaire. The qualitative data was collected through semi-structured interview. The analysis of the results of the research revealed a positive relationship between blended learning activities delivered with CourseSites and the development of EEC students’ reading and writing skills.