Interactive Instructional Model in Blended Learning: Effects on English Reading Comprehension among Chinese Tertiary EFL Students

Abstract

In post-pandemic China, blended learning has become prevalent in college English teaching. However, EFL reading classes for Chinese undergraduate non-English majors overly focus on test-taking skills, paying limited attention to reading strategies and meaningful classroom interaction. This study investigated the impacts of the Interactive Instructional Model  integrated with blended learning setting on students’ English reading comprehension. A preliminary quasi-experimental mixed-methods comparison was conducted with two intact classes of 120 first-year non-English majors. One class received IIMT integrated with blended learning, whereas the other received traditional bottom-up instruction and the two classes were taught by different instructors. Reading was assessed by pre-test, mid-test and post-test, and  semi-structured interviews explored students' perceptions of the model's support for learning. For results, the class receiving IIMT integrated with blended learning showed a 46.7-point gain, compared with a 17.32-point gain in the class receiving traditional instruction, with a significant Group × Time interaction. The experimental group showed progressive rapid improvement, while the control group showed a smaller increase in the first stage and a larger increase in the later stage. Semi-structured interviews revealed participants’ perceptions regarding the application of this instructional model, participants highlighted four aspects: discourse-level reading, expanded reading input, conscious strategy use, and feedback and error correction. These findings provide preliminary classroom-based evidence for the potential value of IIMT integrated with blended learning, although teacher- and class-level influences could not be separated from the instructional condition. This study also improves the theoretical system of digital interactive reading teaching, and provides empirical evidence and a feasible reference for EFL reading reform, large-class teaching improvement and higher education digital transformation.    Received: 11 May 2026 / Accepted: 15  August 2026 / Published: September  2026