Analysis of Factors Influencing the Adaptability of Blended Learning in English

Abstract

Abstract Based on the POA concept, this study constructed a teacher-led wise teaching model and a student-led wise learning model, emphasizing the interaction between teachers and students in the intelligent learning platform. The teaching process includes independent learning before class, interactive teaching during class and evaluation after class. Empirical Analysis showed that this teaching model significantly improved students’ autonomous learning ability. The study used factor analysis and regression analysis to analyze the effects of factors such as motivation, intelligence literacy, learning self-efficacy, teacher support and resource platform use on learning adaptability. The results showed that these factors had a significant positive effect on improving learning adaptability. Specifically, motivation had a 50% influence on learning adaptation, intelligent literacy increased the efficiency of resource platform use by 45%, learning self-efficacy increased learning effectiveness by 40%, teacher support increased students’ motivation by 30%, and the effectiveness of resource platform use increased by 35%. Overall, the blended teaching model effectively promoted students’ learning adaptation and improved teaching effectiveness, and the study provides a necessary theoretical basis and practical guidance for future teaching reform.