| Peer-Reviewed

Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses

Received: 12 May 2023     Accepted: 30 May 2023     Published: 10 June 2023
Views:       Downloads:
Abstract

Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.

Published in International Journal of Applied Linguistics and Translation (Volume 9, Issue 2)
DOI 10.11648/j.ijalt.20230902.16
Page(s) 68-80
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Blended Learning, Comprehensive English Courses, Outcome-Based Education (OBE), Production-Oriented Approach (POA), Flipped Classroom

References
[1] Driscoll, M. P. (2002). Blended Learning: Let's Get beyond the Hype [J]. E-learning. 1 (4): 1-4.
[2] Kim, K. J. & Bonk, C. J. (2006). The Future of Online Teaching and Learning in Higher Education [J]. Educause Quarterly. 29 (4): 22-30.
[3] Garrison, D. R. & Kanuka, H. (2004). Blended Learning: Uncovering Its Transformative Potential in Higher Education [J]. The Internet and Higher Education. 7 (2): 95-105.
[4] Graham, C. R. (2013). Emerging Practice and Research in Blended Learning [A]. In Handbook of Distance Education [C]. London: Routledge. pp. 351-368.
[5] Li Yuzhen et al. (2022). A Literature Review of Domestic Research on College English Blended Teaching in the Past Two Decades [J]. Technology Enhanced Foreign Language Education. (03): 58-63+111.
[6] Williams, C. (2002). Learning On-line: A Review of Recent Literature in a Rapidly Expanding Field [J]. Journal of Further and Higher Education. 26 (3): 263–272.
[7] Hicks, M. et al. (2001). Enhancing On-line Teaching: Designing Responsive Learning Environments [J]. International Journal for Academic Development. 6 (2): 143-151.
[8] Young, J. R. (2002). “Hybrid” Teaching Seeks to End the Divide Between Traditional and Online Instruction [J]. Chronicle of Higher Education. 48 (28): 33-34.
[9] Whitelock, D. & Jelfs, A. (2003). Editorial: Journal of Educational Media Special Issue on Blended Learning [J]. Journal of Educational Media. 28 (2-3): 99-100.
[10] Black, P., Harrison, C. & Lee, C. (2003). Assessment for Learning: Putting it into Practice [M]. Berkshire: Open University Press.
[11] Driscoll, M. P. (2005). Psychology of Learning for Instruction. (Third edition) [M]. Boston: Addison-Wesley.
[12] Allen, I. E., Seaman, J. & Garrett, R. (2007). Blending in: The Extent and Promise of Blended Education in the United States [J]. Proceedings of The Sloan Consortium. Retrieved from http://sloanconsortium.org/sites/default/files/Blending_In.pdf.
[13] Norberg, A., Dziuban, C. D. & Moskal, P. D. (2011). A time-based Blended Learning Model [J]. On the Horizon. 19 (3): 207-216.
[14] Graham, C. R., Woodfield, W. & Harrison, J. B. (2013). A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education [J]. The Internet and Higher Education. 18: 4-14.
[15] He Kekang. (2004). The New Development of Educational Technology Theory from the Perspective of Blended Learning (I) [J]. China Educational Technology. (03): 5-10.
[16] He Kekang. (2005). The New Development of Educational Technology Theory from the Perspective of Blended Learning [J]. Journal of National Academy of Education Administration. (09): 37-48+79.
[17] Liang Wenhua. et al. (2022). Diachronic and Synchronic Characteristics of Studies on College English Blended Teaching in China [J]. Technology Enhanced Foreign Language Education. (02): 32-38+116.
[18] Heterick, B. & Twigg, C. (2003). The Learning MarketSpace [J]. Online, retrieved on December 5, 2003 from http://www.center.rpi.edu/LForum/LM/Feb03.html.
[19] Lv Xiaomin. (2021). Empirical Research on Blended Teaching Mode based on the Integration of MOOC and Traditional Teaching Method in College English Classes [J]. Technology Enhanced Foreign Language Education. (01): 61-65+10.
[20] Ren Qingmei. (2021). A Theoretical Framework for the Multi-dimensional Evaluation System of College Students’ English Classroom Learning Engagement [J]. Foreign Language World. (02): 37-45.
[21] Zhang Dan. (2021). Construction and Application of a Blended Golden Course Framework of College English [J]. Technology Enhanced Foreign Language Education. (01): 71-77+91.
[22] Liu Xiaomei. (2016). Study on the Innovative Blended Visual-aural-oral Teaching Model for College English --Taking Beijng University of Chemical Technology as an Example [J]. Modern Educational Technology. 26 (11): 100-106.
[23] Yang Fang, Wei Xing & Zhang Wenxia. (2017). An Exploration of Blended English Teaching Model [J]. Technology Enhanced Foreign Language Education. (01): 21-28.
[24] Kim, C., Damewood, E. & Hodge, N. (2000). Professor Attitude: Its Effect on Teaching Evaluations [J]. Journal of Management Education. 24 (4): 458-473.
[25] Stewart, I., Hong, E. & Strudler, N. (2004). Development and Validation of an Instrument for Student Evaluation of the Quality of Web-based Instruction [J]. The American Journal of Distance Education. 18 (3): 131-150.
[26] West, M. (1953). A General Service of List of English Words: With Semantic Frequencies and a Supplementary Word-list for the Writing of Popular Science and Technology [M]. London: Longmans, Green and Co.
[27] Wen Qiufang. (2014). “Output-driven, Input-enabled”: A Tentative Theory of Foreign Language Classroom Instruction for University Students [J]. Modern Foreign Languages. 7 (02): 3-12+98.
[28] Wen Qiufang. (2015). Developing a Theoretical System of Production-oriented Approach in Language Teaching [J]. Foreign Language Teaching and Research. 47 (04): 547-558+640.
[29] Wen Qiufang. (2017). Chinese Features Displayed in the Production-oriented Approach [J]. Modern Foreign Languages. 40 (03): 348-358+438.
[30] Hanaoka, O. (2007). Output, Noticing, and Learning: An Investigation into the Role of Spontaneous Attention to Form in a Four-stage Writing Task [J]. Language Teaching Research. (11): 459-479.
[31] Izumi S. (2002). Output, Input Enhancement, and the Noticing Hypothesis [J]. Studies of Second Language Acquisition. (24): 541-577.
[32] Bishop, J. & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. In Proceedings of 2013 ASEE Annual Conference & Exposition. pp. 1-18. doi: 10.18260/1-2--22585.
[33] Sohrabi, B. & Iraj, H. (2016). Implementing Flipped Classroom Using Digital Media: A Comparison of Two Demographically Different Groups Perceptions [J]. Computers in Human Behavior. 60: 514-524.
[34] Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-determined Learning [J]. The International Review of Research in Open and Distributed Learning. 13 (1): 56-71.
[35] Nederveld, A. & Berge, Z. L. (2015). Flipped Learning in the Workplace [J]. Journal of Workplace Learning. 27 (2): 162-172.
[36] Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education. URL http://books.google.com/books?id=nBi2pwAACAAJ.
[37] Lai, C. L. & Hwang, G. J. (2016). A Self-regulated Flipped Classroom Approach to Improving Students’ Learning Performance in a Mathematics Course [J]. Computers & Education. (100): 126-140.
[38] Hao, Y. (2016). Exploring Undergraduates' Perspectives and Flipped Learning Readiness in Their Flipped Classrooms [J]. Computers in Human Behavior. (59): 82-92.
[39] Tucker, B. (2012). The Flipped Classroom: Online Instruction at Home Frees Class Time for Learning [J]. Education Next. 12 (1): 82-83.
Cite This Article
  • APA Style

    Huidan Liu, Panpan Chen. (2023). Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. International Journal of Applied Linguistics and Translation, 9(2), 68-80. https://doi.org/10.11648/j.ijalt.20230902.16

    Copy | Download

    ACS Style

    Huidan Liu; Panpan Chen. Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. Int. J. Appl. Linguist. Transl. 2023, 9(2), 68-80. doi: 10.11648/j.ijalt.20230902.16

    Copy | Download

    AMA Style

    Huidan Liu, Panpan Chen. Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. Int J Appl Linguist Transl. 2023;9(2):68-80. doi: 10.11648/j.ijalt.20230902.16

    Copy | Download

  • @article{10.11648/j.ijalt.20230902.16,
      author = {Huidan Liu and Panpan Chen},
      title = {Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses},
      journal = {International Journal of Applied Linguistics and Translation},
      volume = {9},
      number = {2},
      pages = {68-80},
      doi = {10.11648/j.ijalt.20230902.16},
      url = {https://doi.org/10.11648/j.ijalt.20230902.16},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20230902.16},
      abstract = {Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.},
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses
    AU  - Huidan Liu
    AU  - Panpan Chen
    Y1  - 2023/06/10
    PY  - 2023
    N1  - https://doi.org/10.11648/j.ijalt.20230902.16
    DO  - 10.11648/j.ijalt.20230902.16
    T2  - International Journal of Applied Linguistics and Translation
    JF  - International Journal of Applied Linguistics and Translation
    JO  - International Journal of Applied Linguistics and Translation
    SP  - 68
    EP  - 80
    PB  - Science Publishing Group
    SN  - 2472-1271
    UR  - https://doi.org/10.11648/j.ijalt.20230902.16
    AB  - Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.
    VL  - 9
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • College of Foreign Languages, Shanghai Maritime University, Shanghai, China

  • College of Foreign Languages, Shanghai Maritime University, Shanghai, China

  • Sections