Abstract
College English blended teaching mode has become the norm in college English teaching, but there are still fewer studies evaluating its teaching efficacy. Combining the characteristics of college English blended teaching, its involved subjects and environmental influences, and other factors, we constructed a college English blended teaching efficacy evaluation index system based on the CIPP evaluation model, which is based on four aspects, namely, background evaluation, input evaluation, process evaluation, and outcome evaluation. The evaluation model combines the characteristics of online and offline teaching and includes four primary indicators, 15 secondary indicators, and 51 tertiary indicators. The evaluation model we constructed provides a theoretical basis for evaluating the blended teaching effectiveness of university English.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
