ENHANCING PRIMARY SCHOOL STUDENT READING ABILITY AND ATTITUDES WITH MOBILE BLENDED READING CIRCLE MODEL

Abstract

Cooperative learning-based reading circles are integral in developing learners all-around skills and attitudes toward reading. Meanwhile, technology has become a key driver in education, providing teachers and students with innovative learning methods, tools, and resources. The organic integration of the two is crucial in shaping the future shape of education. This study aims to develop, revise, and clarify a Mobile Blended Reading Circle Model (MBRC Model) through expert evaluation and examine the effects of the model on students reading ability and attitude. 

The model has four major components: pre-analysis, mobile application, reading circle, and evaluation. 

In this study, two sixth-grade classes were selected through cluster sampling and divided into an experimental (n = 38) and a control (n = 36) class, where the students in the experimental class studied with an MBRC model. In contrast, the control class was instructed in the traditional reading method. These two classes studied in a seven-week instructional experiment. Research instruments used included lesson plans for the model, reading ability tests (both pre-test and post-test), and a reading attitude scale.

The MANOVA results indicated significant differences between the two classes reading ability and attitudes. The class that used the MBRC model was significantly higher than traditional reading instruction in terms of reading ability and reading attitudes at 0.05 level. Therefore, the model is effective for reading classes in primary schools.

Keywords： Mobile Blended Reading Circle Model (MBRC Model), Reading ability, Reading attitude, Primary School, English as Foreign Language