An Exploration of Blended Learning in Academic English for Postgraduates--A Case Study from China

Blended learning which integrates online and offline learning has received widespread attention and gradually been implemented in the academic English course by many universities in China. However, there are relatively few empirical research studies at postgraduate level and many teachers and students begin to complain about their unsuccessful blended learning experiences. Therefore, within the context of information technology, global education and the influence of the COVID-19, this study primarily aimed to explore and inform good teaching practices by evaluating the impact of an intervention on blended learning in the academic English course for the postgraduates. Based on the data analysis of the questionnaire, the pre-test and the post-test as well as the interviews, along with the combination and adjustment of the innovative teaching practices applied in the experimental classes, the researcher gained the following findings. Findings for Research Question 1 revealed the current study situations of postgraduate learners on the academic English course and achieved the useful information in designing the teaching practices in this empirical research. Findings for Research Question 2 explored the good teaching practices directed by theories and approaches of teaching and learning. The results of the pre-test and post-test revealed that the postgraduates taught by blended learning in the experimental classes had progressed at a significantly higher rate than those in the control classes using the traditional classroom teaching. Therefore, these teaching practices had been verified to be beneficial to improve English language proficiency and attainment for postgraduates in blended learning of the academic English course. Findings of Research Question 3 illustrated the recommendations from three perspectives, such as the university, the teachers and the postgraduates to improve the teaching quality and effects as well as strengthen the English language proficiency of the postgraduates. Therefore, this study could increase the understanding of blended learning’s application field, provide some valuable new insights and guidelines for English teachers and promoting the English language proficiency of the postgraduates, thus make a good contribution to the body of knowledge in blended learning.

Name dc:type.qualificationname

dprof

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2024

Author dc:creator

• Wang, Yi

• LB2300 Addysg Uwch

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:2976