A Case Study of Elementary School Students' English Reading Strategy Use in Blended Learning

This study aims to explore the impact of reading strategy instruction on primary school students' reading strategy use and their reading comprehension in blended learning. Four primary school students participated in this case study. The students were taught 13 reading strategies over a period of 16 weeks. Qualitative and quantitative data sources included reading materials and reading logs, interviews and teacher-student conferences, observations, and four reading comprehension tests. The major findings of the study are as follows. First, the students utilized an increasing number of reading strategies taught through the instruction and applied them to various reading materials. Second, the reading strategy instruction in blended learning improved the reading comprehension, particularly in areas which required the deployment of the reading strategies. Finally, the students responded positively to the reading strategy instruction and strategic approaches to reading in a blended learning environment. Based on the main findings, suggestions are made for the effective implementation of L2 reading strategy instruction in blended learning at primary school level.