Blended learning for Chinese university EFL learners: learning environment and learner perceptions

Abstract

This article reports the design of a course blended through a small private online course in a Chinese university EFL context, with an emphasis on the blended learning environment created thereby and on learners’ perceptions of their blended learning. In a survey-based approach, 1603 students’ experiences of blended EFL learning in two consecutive terms were examined. The questionnaire survey focused on the participants’ perceptions of their engagement with blended learning, their motivation, learning autonomy and overall satisfaction. An analysis of students’ responses reveals that the blended design can create an efficient EFL learning environment and gain positive learner perceptions.

Keywords:

• Chinese EFL context
• blended learning environment
• learner perceptions

Notes on contributors

Dr. Na Wang received her PhD degree in English language and literature in Tsinghua University (Beijing, China). She has taught College English to undergraduate students in University of Science and Technology Beijing, China, since 2008. Her research interests include CALL, ELT and EAP. She has published many papers and one book in China. Email address: [email protected]

Juanwen Chen is an English teacher at University of Science and Technology Beijing, China. Her research interests include ELT and CALL. Email address: [email protected]

Mankin Tai is an English teacher at University of Science and Technology Beijing, China. He received his master’s degree in TESOL in University College London. His research interests include second language acquisition, multimodality and critical discourse analysis. Email address: [email protected]

Jingyuan Zhang is a professor of School of Foreign Studies, University of Science and Technology Beijing, China. His research interests include EAP, functional linguistics, applied linguistics, and sciences of learning. Email address: [email protected]

Additional information

Funding

This study is supported by the National Social Science Fund (16BYY087).