Blended Teaching Model Development for College English Reading Course Based on Unipus Platform
English language -- Study and teaching (Higher education)
Reading comprehension -- Study and teaching
This study aimed to develop a Blended Teaching Model (BTM) for College English Reading Courses using the Unipus platform to address the limitations of traditional teaching methods. The model incorporates nine essential elements: teaching objectives, content, methods, process, environment, resources, activities, evaluation, and time allocation. A mixed-methods approach was employed, combining literature review, expert interviews, and surveys to develop, valuate and implement the model. Expert evaluations revealed that all 9 elements met the selection criteria (Mnd ≥ 3.5 and IQR≤1.5), demonstrating a high degree of consensus. Critical teaching objectives such as understanding complex texts (100%) and increasing reading enthusiasm (88.89%) were emphasized. Techniques like flipped classrooms and synchronous-asynchronous learning were strongly supported, with 100% of experts endorsing comprehensive course planning and the integration of physical classrooms with online platforms. Evaluation methods targeting engagement and reading comprehension were also unanimously endorsed, while time allocation saw varied support, with 77.78% favoring an equal split between online and offline learning. Teaching experiments confirmed the model’s impact on learning outcomes. Pre-test scores showed no significant difference between the experimental group (EC: 61.52) and control group (CC: 60.78). Post-test results, however, demonstrated significant improvements in the EC group (80.25) compared to the CC group (71.04). A paired t-test indicated significant progress for both groups, with the EC group achieving greater gains (p<0.01), and an independent t-test revealed a significant mean difference of 9.21 (p<0.01). Students expressed high satisfaction with the model, averaging 4.56 out of 5, particularly appreciating its interactive and flexible environment. The findings highlight the effectiveness of the BTM in enhancing academic performance, critical thinking, and student engagement. Theoretically grounded in humanism, constructivism, and cooperative learning theories, this research provides a scalable framework for improving English reading courses in higher education, offering significant contributions to modern pedagogy. Keywords: Blended teaching, College English Reading, Unipus Platform
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
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