İngilizce sınıflarında tümleşik beceri uygulamaları ve harmanlanmış öğrenmeye ilişkin bir araştırma

This research was conducted with 65 elementary students in four preparatory English classes at Bozok University with a pretest posttest quasi experimental design. Out of two homogeneous groups, one was selected as an experimental group (N=33) and the other as a control group (N=32). The research primarily aimed at comparing segregated reading skill practices with reading skill practices through integrated skills (in the form of pre-reading and post-reading) activities in blended learning environment. The results of the first posttest indicated that the students in the experimental group performed significantly better in paragraph writing and vocabulary acquisition than those in the control group while no significant difference was observed in terms of reading comprehension and grammar. In the second phase of the research, reading-based integrated skills practices were applied in both groups, and a second posttest was administered. The second posttest showed that the difference in favor of the experimental group persisted in both writing and vocabulary components. However, the difference in the mean scores became smaller and insignificant. This research also aimed at identifying student perceptions of online practices through an e-learning scale, which was supported with face-to-face interviews. The collected data demonstrated very positive student ratings about doing online practice and the corresponding feedback received. Interviews with the students indicated that they found receiving online feedback and automatic grading for the activities really motivating. Based on the collected data and teacher (researcher) observations of teaching and learning practices in-class and online, implications were drawn for blended learning and reading skills practices as integrated with the other skills in the form of pre-reading and post-reading activities. Keywords: Teaching English, integrated skills practices, reading skill, blended learning, feedback.