Factors influencing EFL teachers’ implementation of SPOC-based blended learning in higher vocational colleges in China: A study based on grounded theory

Figures & data

Table 1. Open coding categorisation.

No.	Category	Original sentence (preliminary concepts)
1	SPOC-based teaching motivation	a02: I have conducted an English teaching research project that studies the SPOC teaching mode to increase possibilities for my academic development. (Professional development)
		a20: I am interested in the SPOC-based blended teaching mode, and it is interesting for me to combine online and offline teaching. (SPOC-based teaching interest)
		a04: Online learning resources are the Massive Open Online Course resources of Chinese universities. Teaching and learning occur together, which makes me feel worthwhile. (Good attitude towards SPOC)
2	Value perception	a06: I can communicate with students in English on the learning platform after class. The social function of the teaching platform is attractive. (Social value)
		a03: Students have achieved good course results through the combination of online learning and offline teaching, and I feel a great sense of achievement. (Identity value)
		a21: The online micro class video is mainly taught by well-known school EFL teachers, from whom I have learned a lot of the latest English language knowledge and teaching skills. (Knowledge value)
3	School support	a09: I major in liberal arts, and I am not good at technical issue. Technical services should be provided because I find it too complicated and labour-intensive to provide feedback; sometimes, I am unwilling to do that. (Technical support)
		a08: There is a relevant school policy to strengthen overall planning and inter-departmental cooperation as well as reflect teachers’ workload in curriculum construction. (Policy support)
		a08: Our school demanded most of the courses to carry out the SPOC-based teaching mode, especially the campus-wide compulsory course Vocational College English, and teaching reform is also SPOC-based. (Creating a SPOC-based teaching environment)
4	School evaluation	a12: The effect of the online and offline teaching modes is an important indicator of teaching performance. (Evaluation of teaching)
		a07: Our school asked us to conduct English teaching research on the SPOC teaching mode twice a week; our annual bonus is partly based on the research findings. (Evaluation of scientific research)
		a10: To apply for an excellent course programme in our school, we must ask students to learn further through the platform apart from classroom teaching. (Evaluation of curriculum reform)
5	Function satisfaction	a11: When online live teaching is carried out through the platform, it is sometimes difficult to communicate with students in English because the network easily gets stuck and the voice is not clear, so I worried about the platform conditions. (Platform conditions)
		a04: To improve students’ English proficiency, I often ask them to raise and answer questions in English on the platform, and in return I often interact with them in English online. (Language interactive function)
		a35: We can use audio or video to evaluate students’ homework. It’s a surprise. (Feedback function)
6	English curriculum assurance	a28: Students pay special attention to practical knowledge and show low interest in English theoretical knowledge learning; therefore, curriculum content should be practical knowledge oriented. (English curriculum content)
		a08: If the online learning content is disconnected from the classroom teaching content, teachers feel that the language teaching logic and efficiency are affected. (English curriculum design)
		a19: If online English courses are rich in applied skills, moderate in difficulty, and attractive to higher vocational college students, students will be more relaxed and efficient in offline language teaching. (English teaching resources)
7	Application environment	a36:Some of my colleagues said the integration of online learning and offline teaching is a trend nowadays, and we should follow it. (Peer attitude)
		a23 SPOC-based teaching atmosphere is an important factor for me to implement. (Teaching atmosphere)
		a19 The efficiency of the SPOC teaching is doubtful. I think the teaching effects need to be publicised. (Teaching effect publicity)
8	English teaching tradition	a04 I think face-to-face offline classroom English language teaching is easier to carry out and it is more effective. (Traditional teaching thinking)
		a11 I get used to teaching students in a traditional way, and little attention is paid to the teaching effects on the platform. (Traditional teaching behaviour)
		a28 The evaluation of students needs to be based on online autonomous study and offline teaching, respectively. (Traditional teaching evaluation)
9	Continuance implementation	a01: I will continue to teach my students English language based on SPOCs. (Continue to use SPOC)
		a06: I will constantly use the SPOC teaching mode and will not return to the traditional way of language teaching. (Constantly use)
		a43: It’s necessary for me to further study the SPOC concept and make full use of it. (Further study of the SPOC)
10	Positive evaluation	a39: I will recommend this mode to my friends in other colleges. (Recommend to colleagues)
		a23: I told my friend that SPOC is a good learning mode. (Praise orally)
		a19: I think the SPOC mode of teaching should be publicised online. (Publicise online)

Figure. 1. Framework of programmed grounded theory methodology (Strauss & Corbin, 1994).

Table 2. Main categories formed by the axial coding.

No.	Main category	Preliminary category	Description
1	SPOC-based teaching intention	SPOC-based teaching motivation	Teachers’ psychological process or internal motivation to stimulate and maintain SPOC teaching behaviour under the guidance of the teaching goal
		Value perception	The value that teachers perceive in the process of SPOC teaching
2	School incentive mechanism	School support	Relevant systems or support from schools to ensure the implementation of SPOC-based English language teaching
		School evaluation	The school’s evaluation and recognition of EFL teachers’ SPOC-based blended teaching
3	Curriculum platform satisfaction	Function satisfaction	All the functions needed on the teaching platform for carrying out SPOC-based English language teaching
		English curriculum assurance	Various lanuage teaching- and learning-related materials on the platform
4	Social environment	Application environment	These outer factors, including peer attitude, teaching atmosphere, and teaching effect publicity, influence the application of SPOC
		English teaching tradition	EFL Teachers’ traditional teaching thinking, teaching behaviour, and teaching evaluation
5	Implementing behaviour	Continuous implementation	The behaviour that users continue to implement the SPOC for teaching English language
		Positive evaluation	Positive words and actions towards the SPOC-based language teaching

Table 3. Relationships between the categories.

No	Typical relational structure	The connotation of relational structure
1	SPOC-based teaching intention EFL teachers’ implementation of SPOC	SPOC-based teaching intention has a direct impact on the EFL teachers implementing behaviour
2	SPOC-based teaching intention EFL teachers’ implementation of SPOC (regulate) School incentive mechanism	School incentive mechanism regulates the influencing factors of teaching intention on EFL teachers’ implementation of SPOC
3	SPOC-based teaching intention EFL teachers’ implementation of SPOC (regulate) Curriculum platform satisfaction	Curriculum platform satisfaction regulates the influencing factors of teaching intention on EFL teachers’ implementation of SPOC
4	SPOC-based teaching intention EFL teachers’ implementation of SPOC (regulate) Social environment	Social environment regulates the influencing factors of teaching intention on EFL teachers’ implementation of SPOC

Figure. 2. Theoretical model of the factors affecting EFL teachers’ implementation of SPOC-based blended teaching.

Figure 3. Systematic framework of promoting SPOC-based blended teaching based on stakeholders.

Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Sage Publications, Inc.

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