THE PRACTICAL RESULTS OF USING MODERN AND INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN TEACHING READING TO B1 LEVEL LEARNERS
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Abstract
The development of reading competence at the B1 level is a key objective of foreign language education, as learners are required to comprehend authentic texts and apply effective reading strategies. Traditional teaching approaches often fail to ensure sufficient learner engagement and autonomy, which increases the relevance of innovative pedagogical technologies.
The aim of this study is to investigate the practical effectiveness of modern and innovative pedagogical technologies in teaching reading to B1-level learners.
The research employed a quasi-experimental mixed-methods design involving an experimental and a control group. Task-based learning, flipped classroom methodology, and digital reading tools were applied during an eight-week instructional period. Data were collected through pre-test and post-test assessments aligned with CEFR B1 descriptors and analyzed using a paired-sample t-test and Cohen’s d effect size.
The findings revealed a statistically significant improvement in the experimental group’s reading performance (t(23) = 6.42, p < 0.001), with a large effect size (Cohen’s d = 0.87). Learners demonstrated improved reading comprehension, strategic awareness, and higher engagement.
The study confirms that modern and innovative pedagogical technologies significantly enhance reading instruction at the B1 level and can be effectively integrated into higher education language curricula.
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References
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