Technology Distractions in Multimedia-Enhanced English Class in Blended Teaching Environment

Abstract

Under the background of covid-19, more and more universities began to adopt blended teaching approach in real practice. In English class, teachers began to integrate information technology in courses more than ever before, which leaves room for technology distraction in the process and it may harm the effectiveness of teaching and learning. This study aims to find out the advantages and disadvantages on technology distractions in English class from a student’s perspective and explore the possible factors that affect students’ technology distraction levels. The findings reveal that self-regulation, interest and learning-oriented goal are intrinsic factors while learning environment and peer influence are extrinsic factors for influencing students’ distraction levels in technology use in class. Hopefully, this study will provide some practical suggestions to course instructors.