Incorporating blended learning to improve reading in English Language as a foreign language in Lesotho

Abstract

In Lesotho, a country characterized by a diverse population speaking various languages, where English serves as the official language for instruction, students often face challenges in reading English due to limited resources. Despite previous examination reports indicating that students' failures are not due to a lack of subject understanding but rather an inability to comprehend instructions, traditional reading approaches persist among teachers. This stands in contrast to the modern educational technology available in the 21st century. As a result, it is imperative for educators to adopt strategies that enable students to thrive in a global context. Blended learning, which combines traditional in-person teaching with online resources, offers a promising solution. This study explores the integration of blended learning in Lesotho to enhance English reading abilities, considering it's a second language for many. The research employed a quantitative quasi-experimental design involving two groups: a control group (n=30) using traditional English textbooks and an experimental group (n=30) using both these textbooks and blended learning. pre-and post-test scores were subjected to inferential statistical analysis using SPSS software. The findings indicated a positive impact of blended learning on reading proficiency. The implications for education are significant. They underline the necessity of creating a comprehensive blended learning curriculum, delivering training and assistance to teachers, and addressing technological infrastructure requirements. Consequently, the study authors propose that integrating blended learning into foreign language classes could enhance the learning experience, furnish students with skills crucial for success in the global arena, and ultimately elevate overall academic performance