This study investigates the impact of a seven-week extensive reading (ER) program integrated with a blended learning modality (face-to-face and online) on tertiary-level English as a Foreign Language (EFL) learners. In a mixed-methods research design, it investigated whether the systematic blended ER program affected learners’ reading attitudes and explored their views of the program. The quantitative data from a pre- and post-test questionnaire revealed a significantly positive change in the participants’ reading attitudes. The qualitative findings gathered through weekly reflective logs and semi-structured interviews highlighted the program’s contribution to the participants’ reading practices. The participants faced some challenges, mainly due to problems with digital reading. The findings primarily revealed that the blended ER offered valuable opportunities for EFL learners and enhanced their second and foreign language (L2) reading experiences in numerous ways. The findings offer valuable implications for educators, L2 practitioners, and program designers for future implementations of ER programs.
Tosun et al. (Tue,) studied this question.