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h leads to the fact that the teaching experiment needs to occupy the rest time of the students in the experimental class at nighttime to a certain extent, which will more or less make them resist 3. The author's own analysis and processing of experimental data may not be in place, and the operation proficiency of statistical software such as SPSS needs to be strengthened. So whether the blended learning model can improve students' interest in English learning and affect students' English learning attitude remains to be discussed. If there are follow-up researchers, further research can pay more attention to the investigation of blended learning method to improve students' interest in English reading. 

The second question, what is the impact of blended learning on improving the academic performance of middle school students that comes to the focus of this research. The experimental results have been proved that blended learning mode can improve students' English level to a certain extent (post-test average score of the CC is 24.54 points, the average score of the EC is 27.28 points and the overall mean score of the EC is 2.74 points higher than that of the CC). The pre-test and post-test results of the experimental class demonstrate that by using the blended learning model, there is a significant difference between the post-test results of the experimental class and the pre-test results. The post-test results of EC and CC were compared and analyzed, and it was found that, after one semester blended learning, the English reading level of EC, especially on the aspect of reading reasoning ability, was significantly higher than that of CC. This shows that blended learning is an effective method and very helpful in improving students' proficiency in analyzing English reading questions. 

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