Blended learning has piqued the interest of many scholars in the field of language teaching and learning. The purpose of this study is to see how blended learning activities on Moodle LMS affect the reading comprehension of 12th graders at Tan Chau High School. It also seeks to investigate these students' attitudes on the use of mobile learning activities on Moodle LMS using a quasi-experimental approach with 84 twelfth-grade students. Three instruments were used to collect data: pre and post reading proficiency tests, questionnaires, and semi-structured interviews. The study's findings revealed that after treatment, there was a significant difference in reading comprehension between the control and experimental groups. Participants in the experimental group were much better at reading comprehension than those in the control group after being educated with blended learning activities on Moodle LMS. Furthermore, many participants had favorable impressions of Moodle's blended learning activities. The study's findings revealed that using blended learning activities on Moodle LMS can help students enhance their reading comprehension.