Sınıf dışı bir okuma programına harmanlanmış öğrenmenin dahil edilmesi üzerine bir çalışma: İngilizce öğrenen üniversite öğrencilerin üzerindeki etkisi

The current study integrated blended learning into extensive reading (ER) and implemented a blended ER program with 14 EFL learners studying in an English preparatory program at a private university in Turkiye. The primary aim of the current study was to trace any changes in the participants' attitudes towards reading in English and to unearth their views of the blended ER program. To investigate the change in the participants' reading attitudes, quantitative data were collected through a pre- and post- test. Qualitative data were obtained from weekly reflective logs and semi-structured interviews after the blended ER program to explore their views. Based on the quantitative results, the participants' attitudes towards reading in English changed significantly throughout the blended ER program. As for the qualitative findings, the participants greatly appreciated the blended ER program, and their reading experiences were enhanced. The qualitative results also supported the positive change in the participants' reading attitudes. The participants also stated some challenges and weaknesses of the blended ER program, such as the design of the program, digital reading, and language difficulties. The findings of the study would shed light on the effects of the blended ER program on EFL learners. Pedagogical implications and suggestions for further studies are presented. Keywords: Blended extensive reading, Digital reading, Extensive reading in EFL, Reading attitudes in L2.