English Teaching Behaviors, Learner’s Characteristics, and English Learning Effectiveness of Chinese Non-English Majors in EFL Blended Learning Context

Abstract

In this post-COVID era, blended English learning can effectively address both the high demands society places on English learning and learners’ personalized learning requirements. However, blended learning has a relatively short history in China, and there is still room for improvement in terms of learning outcomes. This article aims to survey the relationship among English teaching behaviors, learner characteristics, and English learning effectiveness. It was found that teacher’s online learning management, teacher support, face-to-face classroom teaching, diversified assessment, and individualized teaching significantly impacted learners learning outcomes and students’ learning motivation, learning strategies, learning attitude, learning behavior, self-efficacy, and meta-cognition greatly influenced the effectiveness of blended College English learning. This article is intended to provide practical solutions to the enhancement of blended College English learning from the perspectives of teachers and students.