An Investigation into the Role of Blended Learning in Enhancing the Reading Comprehension of Libyan Secondary Students

Abstract

This study investigates the role of blended learning in enhancing the reading comprehension of Libyan secondary school students studying English as a foreign language (EFL). The integration of face-to-face instruction with online learning tools has become increasingly significant in improving learners’ engagement and achievement. The study aims to examine whether blended learning environments contribute to better reading comprehension outcomes compared to traditional classroom instruction. A quasi-experimental design was employed, involving two groups of secondary students: an experimental group taught through blended learning and a control group taught through conventional methods. Data were collected through pre- and post-tests, classroom observations, and student questionnaires. The findings revealed that students exposed to blended learning showed significant improvement in their reading comprehension performance, motivation, and overall participation. The results suggest that incorporating digital resources and interactive online activities can create more effective and learner-centered EFL reading instruction. The study concludes with pedagogical recommendations for integrating blended learning strategies into Libyan secondary schools to enhance students’ reading proficiency and engagement.