EFFECTIVENESS OF BLENDED LEARNING IN THE LEVEL OF

PROFICIENCY IN THE LANGUAGE USED IN READING

COMPREHENSION OF ACCOUNTANCY AND BUSINESS
MANAGEMENT STUDENTS AT LIMAY NATIONAL HIGH SCHOOL
A.Y. 2021-2022

A Thesis
Presented to the
Faculty of the Limay Polytechnic College
Limay, Bataan

In Partial Fulfillment of the Requirement

for Language Education Research I

by:

AUDRINE MARIE O. ALAISA

SHERLYN B. DELA CRUZ
CRISABELLE E. ROQUE
SILVANO S. ROBENTA JR.
CAMILLE B. RODOLFO
REYZEL C. MARIANO

(Month YEAR)
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

As the world halted when the pandemonium broke, normal mode or

the context of the teaching and learning process seized. At the moment,

blended learning has come to aid as a continuation of online learning since

the early peak of the pandemic. Blended learning is the modality of learning

and teaching wherein the combination of face-to-face and online learning

are integrated. Learning, the sense of place or distance, and the use of

technology are all present in all of these practices. Blended learning is also

known as a method of combining classroom and online instruction. As a

learning methodology, it is gaining traction as a result of advancements in

both school curricula and digital technologies. While educators argue the

usefulness of this type of modality, its existence has forced them to

reconsider not only the role of technology in and out of the classroom but

also how to better reach and teach students. Asserted by Friesen (2012),

the use of the term blended learning involves combining Internet and digital

media with established classroom forms that require the physical co-

presence of teachers and students.

 In developing the level of language proficiency, some believe that

the integration of blended learning has become one of the modalities which

helps the teachers in learning the language. Banditvilai concluded that

Blended learning is a useful notion that can help teachers reach their

objectives more effectively. It allows students to develop and practice their

English language abilities outside of the classroom, whenever and

wherever they like, as long as they have access to the Internet. Some

researchers argue that when it comes to effectiveness, BL revolves around

access, success, and students' perceptions of their learning environments.

Some studies claim that blended learning can help language learners

improve their learning process and outcomes. The utilization of blended

learning as an English teaching strategy is generally viewed positively by

English language learners. Students play an important role in the process

of teaching and learning; thus, their backgrounds and characteristics affect

their ability to effectively carry on with learning. And being in the blended

mode of learning, some tools that are being used may influence their

effectiveness in students' level of language proficiency.

As one of the language skills and the specific area to measure in

this study, reading comprehension is highly valued by students and

teachers for it enhances the process of language acquisition. Reading

comprehension for ABM students is very essential because it is the most

accessible course for them to acquire language, English language.

Language fluency refers to a high level of language use that is smooth and
flowing rather than slow and halting. When communicating in more than

one language, fluency is certainly desirable, but it is not required for

communication to occur. Even if you only have a basic understanding of

English, you can connect with a native speaker, but being proficient in the

language has many advantages, especially in the field of business. English

is now widely acknowledged as the official business language all around

the world. It has been used by the majority of international corporations as

the most effective technique for gaining access to global commerce and

trade.

In this research, the researchers will investigate the effectiveness of

blended learning in the level of language proficiency in the language used

in terms of the reading comprehension of the students. Correspondingly,

the researchers’ objective is to see how effective a blended learning

modality is on the students' level of language proficiency. In this case, the

study is envisioned to deal with the participation of Accountancy and

Business Management students of Limay Senior High School, A.Y. 2021-

2022. Perceptions in this study could be of help in determining the

significant effect of blended learning on language learning.

Review of Related Literature

Age. Hu (2016), concluded that in recent years, age has been

identified as a key element in predicting language learners' success in

learning a foreign language, which is in line with the Critical Period

Hypothesis and the Neurological Hypothesis. Most significantly, these

assumptions may lead to the conclusion that language learners can learn

a foreign language more quickly than adults. Furthermore, many experts

still believe that young children are better at second language acquisition

(SLA) than later beginners, such as teenagers or adults.

Age has a major factor in learning a language, in which the language

of a child is limited and differs from the broader language knowledge of an

adult. The critical period hypothesis, which is the evidence that age affects

learning a language, concludes that at a younger age, the child must teach

a language immediately to acquire wider information in language

acquisition and learning. Unfortunately, when a student started learning a

language at a later age, the students might encounter difficulties.

Learning Style. According to Kamolidinovna, K. S., &

Aghabalayeva, A. (2022), various writers have conducted an extensive

study to determine if learning styles influence how learners learn

languages. Several experts believe that certain instructors may change

their teaching style to better suit the learning style of a specific student or

group of pupils. Some, on the other hand, believe that misalignment of

learning and teaching methods encourages and pushes students to

achieve academic success.

Therefore, teachers need to know their students' preferred learning

styles since this understanding will assist them in planning their lessons,

organizing or adjusting their instruction, and providing the most suitable

and engaging exercises or activities to match a particular learner at

different phases.

Teaching Method. As shown in research on reading

comprehension conducted by Poorahmadi (2010), teachers should focus

on the kind of tasks and activities that encourage students to collaborate

on task completion. Behjat (2011) further deliberated in her study on the

function of collaboration that language learners can improve their

comprehension by participating in activities that motivate them to read

collaboratively.

Teaching methods refer to the various techniques used to support

students in achieving learning outcomes, and collaborative learning is a

teaching and learning method in which learners work together to complete

a meaningful activity. Further, learning collaboratively allows students to

work and collaborate to learn and grow from one another. Thus, by using

these strategies, students' learning can be more successful, productive,

and meaningful.

Technology Integration. As elucidated by Ahmadi (2018),

technology encourages students' creativity and increases their language

learning abilities. Technology is a useful tool for students as it is a

fundamental element of their learning process. Teachers should design

how to use technology to support the curriculum so that students can

increase their accurate use of technology in improving their language skills

(Costley, 2014). Susikaran (2013), claims that basic changes have

occurred in classrooms aside from teaching methods because the chalk

and talk method is insufficient to effectively teach English. Moreover,

Raihan and Lock (2012) stated that learners learn how to study effectively

in a well-planned classroom setting. Lecture-based classes are less

successful than technology-enhanced classrooms. Teachers should

discover ways to employ technology as a beneficial learning tool for their

students, even if they have not learned how to use computers and are not

computer experts.

Synthesis

The additional two years in high school is intended for the

preparation of students for their future career. It is for students’ groundwork

not only for their next level of education but also who are job-ready in the

future. The school provides necessary stimulation in order for students to

reach their mature reading capability but some students find it difficult to

give to a word. In this day and age, where education was challenged by a

world health crisis, the context of education has changed. Blended learning

was introduced to aid distance learning. Our study aims to determine the
effectiveness of blended learning to language proficiency in terms of

reading comprehension, particularly for Accountancy and Business

Management students of Limay Senior High School.

Theoretical Framework

This study is guided by the following theories. These theories give an

understanding of how to teach learners to achieve success in an online

setting, as well as how to accomplish so. In this situation, English language

acquisition is in methods that support content and skill mastery. Both

course designers and instructors can benefit from their use in developing

different methods for online learning.

I. Innateness

The philosophical argument about intrinsic ideas and their

significance in knowledge acquisition has a long and distinguished history.

As a result, it's remarkable that until the early twentieth century, little

thought was given to how linguistic information is learned and what role, if

any, intrinsic concepts might play in that process. Chomsky argued that

language is innate, that is, that humans are born with the ability to

communicate. Language norms are impacted by experience and learning,

yet language capability exists regardless of external factors.

 Human brains have something distinctive that allows them to grasp

a natural language – a feat that is normally accomplished by the age of

eight or so. Human brains are unique in that they include a particular

'language organ,' an inbuilt mental module' or 'faculty,' dedicated to the

task of language mastery. Individual's linguistic competence is defined as

the 'attained' or 'final' state of one's language faculty, which includes

knowledge of one's language's grammar. Moreover, according to

Chomsky, this knowledge is necessary for our ability to speak and

understand a language although it is not sufficient for this ability: much

more knowledge is brought to bear in 'linguistic performance,' or real

language use.

II. E-learning Theory and Distance Learning Theory

E-learning Theory

David (2025) and Wang (2012) claimed that E-learning theory

encompasses these sorts of cognitive loads, as well as design ideas and

technology. Because it stresses how technology may be used and

designed to offer new learning opportunities and encourage successful

learning, e-learning theory is included in the grand theory of Connectivism

and is based on cognitive science ideas that show how the use and design

of educational technology can help students learn more effectively.

Distance Learning Theory

Distance learning theory promotes the independence of every

student in terms of learning where it encompasses independence,

proficiency, and support. Independence refers to a learner's ability to

choose what, when, where, and how they learn; Proficiency refers to the

skills and abilities needed to be a successful learner some things that could

support this theory are motivation, confidence, and strategy use; while,

Support refers to the resources needed to master content and complete a

course like; supplemental materials, tutoring, technical help. Moore (2013)

asserted that the notion of transactional distance which consists of

discourse, structure, and autonomy, adds to the discussion. Dialogue also

plays an important role as it is defined as the interaction between and

among the instructor and learners to encourage critical content analysis

and learning reflection. E-mail, announcements, assignment feedback,

discussion forums, and peer review are all examples of dialogue. Course

materials like assignments, due dates, directions, and learning modules

give structure to help learners traverse the course and acquire the subject.

Autonomy is defined as the ability to make choices and direct one's own

life, and it is cultivated through discourse and structure. Learners' capacity

for autonomy grows as they respond to interaction with the teacher and

their classmates and gain confidence from the structure given by the

course design. Autonomy, like collaborative control, does not imply

isolation or limited interaction with the instructor or other students, but

rather self-direction and control over the learning process.

III. Schema Theory

The Schema theory also supports this study for understanding a text

is a collaborative effort between the reader's prior knowledge and the text.

The ability to relate the textual material to one's knowledge is required for

text comprehension.

The role of past knowledge in students' information processing is

one of the most important implications of schema theory for teaching.

Something must trigger learners' current schemas connected to the new

content for them to successfully process the information. Its core concept

assumes that written language does not hold meaning in and of itself and

that it can only direct learners on how to retrieve or construct meaning from

their own previously acquired information. Furthermore, this theory also

allows instructors and facilitators to improve their teaching methods by

providing evidence that focusing on students' schemata can improve

reading comprehension skills by integrating existing knowledge with new

information in a meaningful connection.

 Conceptual Framework

Figure 1 presents the paradigm of the study.

INPUT PROCESS OUTPUT

Effective methods
in teaching in
blended learning:
1. After School
Monitoring
Program
2. Online
Remedial
Blended Learning Floating of sessions
Validated 3. Engaging and
Level of Questionnaire to learner-centered
Language Respondents discussions
Proficiency 4. Discover and
try new teaching
techniques
5. Address
different learning
styles
6. Incorporate
Grammar
Translation when
teaching
(Intervention)

Figure 1.

Paradigm of the Study

Statement of the Problem

The general problem of the study is: To determine the effectiveness

of blended learning in the level of language proficiency of Accountancy and

Business Management students at Limay Senior High School A. Y. 2021-

2022

Specifically, the study will seek answers to the following questions:

1. How may the age of students affect their level of language proficiency?

2. How may the following context contribute to students’ level of language

proficiency?

2.1 Teaching Method

2.2 Learning style

2.3 Learning environment

3. How may the integration of technology influence the students’ level of

language proficiency?

4. What is the implication of the study?

Hypotheses

The hypothesis/es of the study is/are:

H0: Blended learning has no effect on the level of language proficiency in

the language used in the reading comprehension of the students.

H1: Blended learning has a positive effect on the level of language

proficiency in the language used in the reading comprehension of the

students.

Scope and Limitations

 The study will use the quasi-experimental method in which the aim

is to determine the effectiveness of blended learning in the language

proficiency in the language used in reading comprehension. The study

sought to find the significant aspects of how blended learning affects the

level of language proficiency of the students. It may be described by their

age, learning style, learning environment, and the teaching method of the

teachers. The students-respondents belong to the Accountancy and

Business Management of Limay Senior High School. The study was limited

to the 3 sections of the strand Accountancy and Business Management.

Significance of the Study

The results of the study are deemed significant to the following

individuals/groups:

Students. This study may assess students' language proficiency.

They may also have the opportunity to learn the English language while

participating in blended learning. It can also assist students in developing

standards for their level of English proficiency in writing or speaking.

English Instructors. This study will provide them with data on the

effects of blended learning on student language proficiency. This will also

provide them with an understanding of the effects, benefits, and drawbacks

of blended learning in the teaching of English.

Limay Senior High School (LSHS). The Educational State Holder

of Limay Senior High School will benefit the most because they will be able
to directly apply the study's findings and recommendations. If blended

learning has an impact on their students' language proficiency, the study

will provide them with data. They can improve or change their internal

administration strategy and policies using this data.

Department of Education (DepEd). This study could be used to

determine the overall level of language proficiency of students, and DepEd

or another institution could use the data to improve or change their policies.

This also benefits them as an institution because the research focuses on

the proficiency of grade 12 students who have experienced blended

learning in the modern world.

Future Researchers. This study can help people like students,

teachers, and administrators support a new or ongoing research project.

This study can serve as a foundation or a point of reference for them when

they begin a new study in the same area. This research may also be useful

to future researchers as a model for future studies.

Definition of Terms

The following terms were defined conceptually and/or operationally:

Blended Learning. A modality of learning which is a combination

of face-to-face and online learning is integrated.

E-learning. It is also referred to as online learning and electronic

learning. Learning is conducted via electronic media.

 Language Proficiency. The degree of skill with which a person can

use a language, such as how well a person can read, write, speak, or

understand language.

Technology Integration. The use of technology to improve the

educational environment

Learning Style. A learners’ preferred way to absorb, process,

comprehend and retain information

Learning Environment. The diverse physical locations, contexts,

and cultures in which students learn.

Teaching Method. The principles and methods used by teachers

to enable student learning.

Lecture-based classes. It is superior to a pure discussion where

the instructor delivers a lecture verbally in combination with a projector,

visual display surface, and writing surface (e.g., a chalkboard or dry-erase

whiteboard).

Technology-enhanced classrooms. Teaching space with built-in

computing and multimedia technology to aid teaching, collaboration, and

presenting of information with students.

 Notes in Chapter I

Kamolidinovna, K. S., & Aghabalayeva, A. (2022). Test Modification

Project. Pindus Journal of Culture, Literature, and ELT, 2(4), 1-10.

Ahmadi, D., & Reza, M. (2018). The use of technology in English language
learning: A literature review. International Journal of Research in English
Education, 3(2), 115-125.

Andrade, M. S. (2017). Online English Language Learning: Theory-Based

Course Design and Pedagogy. Journal of Education and Training Studies,
5(3), 1-10.

Hu, R. (2016). The age factor in second language learning. Theory and
practice in language studies, 6(11), 2164-2168.

E-learning theory -
https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapt
er/e-learning-theory/#: ~:text=E%2Dlearning%20theory%20is%20built,
Merri%C3%ABnboer%20%26%20Paas%2C%2 02019).