The Effects of Blended learning on University Students’ Critical Thinking Dispositions in College English Course

Abstract

This research aims to introduce and examine the effects of blended learning environment on learners’ critical thinking dispositions for undergraduate students of business major at North China University of Science and Technology (NCSTU) in China. The participants are 28 freshmen from College English Course. The research tools are Critical Thinking Dispositions Inventory Chinese Version and Blended Learning Environment Questionnaire. The findings show that blended learning environment is beneficial for improving Chinese students’ critical thinking dispositions (CTD). The students are willing to take part in the learning activities both online and offline. They find out it is most difficult part is to understand the teacher’s English instructions. Majority of students’ CTD is positive after one semester learning in the blended learning environment. Open-mindedness, self- confidence, and inquisitiveness of CTD are significantly correlated with students’ gender, English scores of college entrance exam, and science and liberal arts respectively