Blended learning is increasingly used to support academic reading in EFL higher education. In our research work we consider how a blended model, combining online tasks with classroom instruction, influences comprehension, metacognitive awareness and motivation. Sixty EFL undergraduates participated in an eight-week mixed-method study. Results show significantly higher gains in reading scores, strategy use and engagement in the experimental group, while interviews highlight stronger self-regulation and collaborative learning, alongside some technical and workload challenges
| Mualliflar | Dilorom Sayfutdinovna, Khayrullayeva |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-03-18 |
| Jild | 8 |
| Son | 2 |
| Betlar | 90-102 |
| Til | Ingliz |
| DOI | 10.70728/c.series.v08.i02.014 |
DOI: 10.70728/c.series.v08.i02.014 · Maqolaning asl sahifasi
blended learning, academic reading, EFL students, metacognitive strategies, Community of Inquiry, digital pedagogy
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