Development of Introduction to English Literature Course Based on Blended Learning Combined with Critical Thinking Process to Enhance English Reading Ability of English Major Students in Xi’an University DOI:

Abstract

Background and Aim: This study was a research and development study. The objectives of this research were to 1) study the background information focusing on the course components and existing problems of the Introduction to English Literature Course to enhance students’ English reading ability, 2) develop an Introduction to English Literature course based on blended learning combined with critical thinking process to enhance students’ English reading ability, and 3) determine the effectiveness of implementing Introduction to English Literature Course based on blended learning combined with critical thinking process to enhance students’ English reading ability. This research was conducted in three phases: 1. Study the background information focusing on the course components and existing problems of the Introduction to English Literature Course. 2. Develop an Introduction to English Literature Course based on blended learning combined with a critical thinking process to enhance students’ English reading ability. 3. Implement an Introduction to English Literature Course based on blended learning combined with a critical thinking process.

Materials and Methods: The sample was 30 second-year students, majoring in English at Xi’an University, the People's Republic of China. They were derived by cluster random sampling from one class in 2023. The experimental design was a group post-test-only design with the criterion of 70%. The research instruments were 1) an Introduction to English Literature Course based on blended learning combined with a critical thinking process and its 8 lesson plans, 2) an English reading ability test paper with a reliability of 0.81, and 3) a students’ satisfaction questionnaire with a reliability of 0.86. The data were analyzed using mean, standard deviation, and a t-test for one sample.

Results: The results revealed that 1) Phase 1 found that the draft course components consist of six aspects: 1. principle, 2. objectives, 3. content, 4. instructional strategies, 5. media and resources 6. Assessment &evaluation 2) The problems of this course were: 1. The old principle was based on teacher-centered theory. 2. The old objectives focused on the acquisition of basic knowledge, with little attention to developing English reading ability. 3. The content was not inductive for critical thinking. 4. Instructional strategies were based on traditional methods. 5. Media and resources did not integrate new technologies. 6. The evaluation method was summative and not scientific. 2) Phase 2 found that the Introduction to English Literature Course based on blended learning combined with a critical thinking process consisted of the principles, objectives, content, instructional strategies, teaching media and resources, assessment &evaluation, which were verified by 5 experts (M=4.36, SD=0.53). The teaching process has five steps: 1: Learning online with preparation of critical thinking; 2: Learning online with incubation of critical thinking; 3: Learning offline in the classroom with illumination of critical thinking; 4: Online evaluation of critical thinking; 5: Online verification of critical thinking. 3) Phase 3 found that after the implementation of the course, students’ English reading ability (M=31.87, SD=4.37) was higher than the criterion of 70% at a significant level of .01, and satisfaction toward the learning process (M =4.30, SD=0.37) was higher than the criterion of 70% at a significant level of .01.

Conclusion: The innovation gained from this research is the course components, which consist of six aspects: principle, objectives, content, instructional strategies, media and resources, and assessment &evaluation. It can enhance the student’s English reading ability. Moreover, the developed Introduction to English Literature Course based on blended learning combined with a critical thinking process, which includes 5 steps of teaching, can enhance students’ English reading ability effectively.