Abstract
<p>As blended learning enters the college English reform in China, more and more researchers have made attempts to explore the effects of blended learning context. This paper intends to make an overview of application of it in English teaching in China by reviewing 20 papers published in core journals, with an aim to get a picture of the current situation of blended learning research and application in Chinese context. Thus reasonable suggestions are offered for appropriate approaches to more fully fulfill the role of blended learning in English teaching modernization in China.</p>
Highlights
On 13 March, 2012, Ministry of Education of PRC issued “Education Informatization Development Plan for Ten Years (2011-2020)” and clearly put forward the idea that education infromatization drives education modernization
This paper intends to make an overview of application of it in English teaching in China by reviewing 20 papers published in core journals, with an aim to get a picture of the current situation of blended learning research and application in Chinese context
With the popularity and practicality of blended learning, the paper intends to make an overview of application of it in English teaching in China, with an aim to get a clear picture of the current situation with regard to blended learning, and offer reasonable suggestions for further practice and research, moving forward to fulfilling the modernization of English teaching in a well-constructed blended learning context
Summary
On 13 March, 2012, Ministry of Education of PRC issued “Education Informatization Development Plan for Ten Years (2011-2020)” and clearly put forward the idea that education infromatization drives education modernization. Researchers and educators have reflected the validity of popular e-learning and tried to find a more effective way to fully develop advantages of online individual learning and traditional face-to-face interaction. Many studies have been conducted by scholars home and abroad to prove its necessity and effectiveness on campus education (Güzer & Caner, 2014). Professor He Kekang introduced the idea of “blended learning” to China and defined it as combination of advantages of traditional learning and e-learning: to perform full play of teacher’s leading role in guidance, inspiration and supervision, as well as the learner’s body role in their initiative and creativity (He, 2004). Scholars in China have probed into application of blended learning in English teaching in terms of theory and practice
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