Integrating Blended Learning and Canva for the Development of Students’ ESL Reading Skills in the First Year of Secondary Education

The transition from Primary to Compulsory Secondary Education (CSE) often causes difficulties for students developing reading skills in English as a second language (ESL) and can increase stress and disengagement, particularly within non-bilingual Spanish contexts. Existing research draws attention to these difficulties and the influence of ESL reading anxiety, while also highlighting the promise of Flipped Classroom (FC) methodologies and digital platforms such as Canva. This study seeks to address an existing gap in research by exploring the effects of an FC approach using Canva and Moodle on first-year CSE students’ ESL reading comprehension, perceptions, and transition experiences. A mixed-methods design was employed over twelve weeks to compare an experimental group ( N = 20) engaging with the FC/Canva/Moodle model against a control group ( N = 20) following traditional instructional methods. Data collection encompassed Cambridge Flyers A2 pre- and post-assessments, focus group interviews, and teacher diaries. Both cohorts showed clear improvement; however, although overall gains were not statistically significant, the experimental group demonstrated slightly superior performance in inferential reading and reported enhanced motivation, engagement, and satisfaction—largely attributed to the visual and interactive features of Canva and Moodle. The findings suggest that the integration of FC methodologies with digital tools can significantly enrich ESL reading development, encourage independent learning, and support an easier transition to secondary school. The study advocates for the gradual implementation of such approaches, ongoing professional development for educators, and robust institutional support to ensure the successful incorporation of blended learning and ICT strategies.