A study on the teaching effect of combining BOPPPS model with blended teaching in college English classes

Abstract

Abstract In recent years, teaching reform in colleges and universities has been in full swing. English, as a very important part of students’ learning in colleges and universities, is also being explored and practiced through new reforms. The study explores the possibility of combining the BOPPPS teaching model with the blended teaching model and applying it to English teaching in colleges and universities, constructs a college English teaching model based on BOPPPS+blended teaching, and designs an English teaching experiment accordingly. Explore the effect of the college English teaching model based on BOPPPS+blended teaching in improving students’ English performance and classroom participation. The experimental group’s online and offline test scores are significantly superior to those of the three control groups, and the distribution of their scores is less discrete and more central. The passing rates of online grades were ranked from highest to lowest: experimental group (95.83%) > control 3 group (88%) > control 1 group (87.5%) > control 2 group (83.67%). The pass rates of offline scores in descending order were: experimental group (97.92%) > control 3 group (90%) > control 2 group (85.71%) > control 1 group (85.42%). The pre-test English scores for the four classes are small and not significant. The three control groups had a posttest oral score of 32.645, a posttest written score of 47.958, and a posttest total score of 78.646, a significant difference from the experimental group’s oral score. The teacher-student behavioral transformation rate of the experimental group (0.65) was higher than that of the control 3 groups (0.292), and the students in the experimental group were more engaged and motivated in the classroom.