Bridging Theory and Practice: E-learning Strategies for Strengthening Critical Reading

Abstract

Critical reading is that kind of reading which takes the reader beyond and beneath the surface meaning of what is written to the assumptions, arguments, and strategies behind them. The current study took place at Faculty of Education, Minia university, Egypt trying to explore the effectiveness of a blended e-learning program in improving English majors' critical reading skills. A sample from third year English majors consisting of 60 students were randomly assigned to two groups: a treatment and a control one, each consisting of 30 students. The treatment group was trained in a Blended E-Learning program based on genre discourse analysis, whereas the control group was taught the same content in a “Discourse Analysis” course through the conventional method of teaching. Tools of the study included two questionnaires, a Blended E-Learning training program, two pre-post-tests in the acquisition and use of critical reading skills, and the English Proficiency Examination for Egypt (EPEE). Equality between the treatment and the control groups was ensured by using t-value to analyze differences between the two groups on the control variables. The present study followed quasi-experimental research in an exploratory sequential mixed methods design. The treatment group and the control group were exposed to pre-post means of getting data. The treatment group was only instructed and trained through a Blended E-Learning program. The treatment lasted for one academic semester, six hours a week. Analysis of quantitative data obtained by students using (t-test - Point Biserial Correlation Coefficient - Pearson Correlation - Eta-Squared) and the sematic analysis of qualitative data revealed that the treatment group significantly surpassed the control group on the post tests of the acquisition and use of critical reading skills. Discussion of these findings, recommendations and suggestions for further research are presented.