Blended English Research Articles

Baghdad Twist

Baghdad Twist

College English Blended Teaching Reform Based on VR Technology in the Post-Epidemic Era

College English Blended Teaching Reform Based on VR Technology in the Post-Epidemic Era

AR Construction Technology of Blended English Teaching Mode in Colleges

Because the educational goals set by the traditional teaching mode are too single, students gradually lose interest in learning. In the information age, there are more and more cases of various emerging technologies being applied to the field of education, and college English education should also be strengthened. The application of these technologies will help to realize the diversified development of the presentation of teaching content. AR has developed rapidly. It can help people connect with the virtual world, obtain information in real time, and apply it in teaching classrooms to help students participate in knowledge exploration and strengthen student-student and teacher-student interaction. This research designs and develops a blended English case teaching resource based on AR, applies the teaching resource to the classroom of universities, and then tests the application effect of the resource.

Early Graders’ Learning in Mother Tongue: Parents and Teachers’ Perspectives

Comprehending the learning process in bilingual situations mostly depends on how the general public perceives the status of local and national languages. As such, considering the Ghanaian language policy which requires that both the English language and learner's mother tongue (MT) be taught as subjects in the classroom and employed as medium of teaching at various levels of the educational ladder, this study explored the perceptions of parents and teachers on the use of MT medium of instruction (MOI) in early childhood education (ECE). Using pragmatist paradigm, the mixed method approach and concurrent embedded design were employed. Questionnaire and semi-structured interview guide were used to seek data from 492 respondents in multilingual Ho in the Ho municipality of Volta Region of Ghana. Data was analysed using means and standard deviation, and themes. Findings revealed that notwithstanding their acknowledgement of MT in ECE, both keyholders disapproved MT MOI and commended the use of English or a blend of English and MT as MOI in Primary 1-3. The study therefore recommends that cultural and linguistic diversities of pupils should be considered in determining the language of instruction and communication in ECE. Broader and more engaging conversation is also recommended to inform more inclusive and effective language policy in ECE.

Hope in the Age of Dystopia: The Ghost in the Machine in Øyvind Rimbereid's Solaris korrigert

Hope in the Age of Dystopia: The Ghost in the Machine in Øyvind Rimbereid's <i>Solaris korrigert</i>

Exploring learner identity in the blended learning context: A case study of collaborative writing

While there has been much research on language learner identity in traditional face-to-face classrooms, less attention has been paid to learner identity construction and its influencing factors in the blended learning environment. To bridge this gap, this study adopted a case-study approach to investigate six Chinese university students' learner identities constructed in the online and offline sessions of a blended English for academic purposes (EAP) course focusing on collaborative writing. Data included class observations and recordings, history logs on the writing platform, and semi-structured interviews. Different types of learner identities were identified from participants' verbal characteristics in offline classroom discussions (i.e., Group Leader, Spokesperson, Summarizer, and Follower) and from their writing revisions on the online writing platform (i.e., Industrious Contributor, Prudent Reader, Procrastinator, and Cooperative Writer). Both individual and contextual factors were found to influence the construction of learner identity in the blended learning environment for collaborative writing. The study also found that some students maintained their learner identities across the two cohesive learning sessions of the blended course whereas others did not. These findings provide implications for course design, pedagogical practice, and materials development.

Innovative Research on Collaborative Design of Blended English Teaching in Higher Vocational Colleges Based on Digital Technology

By combining the advantages of online teaching and offline teaching under digital technology, blended teaching can break the limitation of time and space, which reflects the transformation of the “student-centered” teaching paradigm. With the expansion of the blended teaching scale, how to analyze and match the features through the data of learners’ learning behaviors to improve their learning efficiency and teachers’ teaching level and quality has become an urgent problem. Therefore, in this paper, collaborative design is carried out for blended English teaching platform in higher vocational colleges, where students’ cognitive ability and difficulty of teaching resources are cooperatively matched. At the same time, blended recommendation of teaching resources is implemented based on collaborative filtering algorithm, thus developing a matching algorithm in light of the above dynamic adjustment. The results of the iterative test show that the platform can optimize the current English teaching mode and enhance the learning feedback between teachers and students, thus improving students’ English learning level.

A blended English for Specific Purposes course with the focus on critical thinking skills development for computer science students

The paper deals with the pedagogical aspects of blended learning implementation in the educational process of undergraduates majoring in computer science. Certain peculiarities of blended learning for foreign language teaching have been presented. The design principles of a blended course for one term as well as the practice of its functioning have been discussed. The blended English for Specific Purposes course for computer science students with the focus on critical thinking skills formation and development has been introduced. One specific profession-related theme studying within the blend has been described. The experience of applying authentic demonstration videos in the English language as contents of tasks for critical thinking skills enhancing has been propounded. Practical aspects of carrying out a 30 multiple-choice question test for determining the undergraduates’ critical thinking skills level have been presented.

Vocabulary Mobile Learning Application in Blended English Language Learning.

Mobile devices and applications, which have become an integral part of our lives, are gradually used for different purposes, including learning languages in EFL classrooms. Since vocabulary plays an important role in the process of foreign language learning, the aim of this study was to explore the use of the vocabulary mobile learning application and its usefulness in blended English learning. Quantitative and qualitative approach to research was used, since the integration of both approaches created the possibility to solve complex research problem. The case study was based on the use of the developed mobile application called Angličtina Today the content of which corresponded to the language needs of the target group of students. The quantitative approach used a method of quasi-experiment aiming to achieve the pre-tests and post-test results of the students from the experimental and control groups. The results showed that the students facing blended learning, including mobile application in the process of language learning, achieved better results than the students exposed to the traditional, face-to-face education. In addition, the results revealed students’ overall satisfaction with the application. The main reasons for their satisfaction were improved vocabulary knowledge, ease of use, and enhanced motivation. Based on these findings from the current study, it can be argued that the vocabulary mobile learning application proved to be useful in the process of blended English language learning.

The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the participants’ levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed.

Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom

Previous research suggested that bring your own device (BYOD) initiatives can potentially promote student engagement in learning and lead to improvements in learning achievement. However, there has been limited studies looking at how to design and implement BYOD to realise its full potential, especially in blended classroom settings. The present study was designed to fill this gap by adapting the community of inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university. Findings from lesson videos, course assessments, focus group interviews and student reflection are reported and discussed. This study can contribute to understanding how BYOD could benefit student learning through affording different types of presence in the CoI framework. It can also provide insights into possible ways of using BYOD to promote meaningful learning in the blended classroom.

Evaluation System of English Blended Learning Effect Based on Big Data Technology

In order to improve the effect of English teaching, this paper combines data mining algorithms to construct an intelligent learning system. Moreover, starting from the actual situation, this paper combines the actual needs of English teaching to construct a blended learning system framework. Blended learning provides a new idea for English teaching. As a result, the purpose of this work is to do some empirical research on how to successfully implement blended learning in college English classes. The findings of the study suggest that blended learning may help students improve their English application skills. Furthermore, this article discovered that students’ independent learning capacity, learning passion, and systematic comprehension of maritime equipment were enhanced to some amount using data mining and cloud classroom blended learning resource construction and teaching practise. Finally, this work integrated theoretical and experimental research to demonstrate that the system developed in this paper has a specific impact.

Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context.

This study takes a holistic view of flow and anti-flow experiences as interactive subsystems in blended English as a foreign language (EFL) learning and examines the dynamic complex construct in the field of instructed second language acquisition (ISLA). We first rephrased the 22-item Classroom Flow Questionnaire (CFQ) to better reflect the context of blended EFL learning. The modified CFQ was then administered to 661 first language Chinese EFL learners. A final 14-item Foreign Language Flow Scale (FLFS) was developed based on results from a series of reliability (e.g., item analysis, internal consistency, and test-retest reliability) and validity (e.g., construct validity, convergent validity, discriminant validity, and criterion validity) tests. Both exploratory and confirmatory factor analysis results have demonstrated that foreign language learning flow is a three-dimensional construct involving Enjoyment, Boredom, and Anxiety, thus conceptualizing and validating flow as a continuum with both positive and negative ends. Moreover, participants reported that they experienced the lowest degree of enjoyment, while with respect to the negative flow, they almost experienced similar degree of boredom and anxiety. The present study contributes to the development of the conceptual framework for flow in ISLA as well as constructive pedagogical implications for L2 researchers and educators. Suggestions for future research are also provided.

The Change of Teachers’ Role in College English Blended Teaching Model

The Change of Teachers’ Role in College English Blended Teaching Model

Retracted] Construction and Application of College English Blended Teaching System Based on Multidata Fusion

With the rapid development of educational information technology, “online and offline” hybrid teaching has become the main trend of foreign language teaching reform in colleges and universities. The blended teaching mode integrates the traditional teaching mode with modern educational technology and reconstructs the traditional college English teaching mode in the aspects of teaching object, teaching content, teaching method, teaching environment, and teaching evaluation. Based on the multisource data such as students’ learning situation, learning duration, and academic performance, this paper builds a student English learning analysis system that realizes the integration of multisource data, completes the unified processing and analysis of multisource data, and then displays it through the interface. The system helps English teachers to guide students in different degrees according to the students’ English learning situation and academic performance, so that English teachers have a clearer and more comprehensive understanding of students’ learning and living conditions and timely guide students with incorrect learning attitudes, so as to avoid students’ detours.

Construction of College English Blended Teaching Model Based on Internet + Platform

With the continuous deepening of the reform of informatization teaching in colleges and universities, many disciplines, including college English and other professional courses, have launched a blended teaching model that integrates the advantages of online teaching and classroom teaching. In this mode, teaching resources are effectively integrated, students' autonomous learning awareness and ability are continuously strengthened, the teaching evaluation system is more perfect, and the efficiency of both teaching and learning is effectively guaranteed. This article takes Internet+-based college English blended teaching practice as the research object, and on the basis of expounding related concepts and theories, analyzes the specific construction and realization process of blended teaching mode, discusses its practical effects, and its current existence some of the problems and improvement methods were studied and analyzed.

The Construction of College English Blended Learning Assessment Model under the Guidance of CSE

The blended teaching mode has gradually gained its popularity among teachers and students in the “Internet+” era. The new teaching mode leads to the significant changes in many aspects of teaching, including teaching objectives, teaching design, teaching methods, teaching activities, learning assessment, etc. The reform of learning assessment is the key to ensuring the high teaching quality in the blended teaching mode. This study discusses the principles and technical support of constructing a learning assessment model in the blended teaching mode under the guidance of China’s Standards of English Language Ability (CSE), manages to construct an AAPP blended learning assessment model in the college English teaching, and examines its implementation and effect. The study concludes that the learning assessment model can make the student-centered, process-oriented and multiple assessment possible and integrate several items of learning ability, attitude, process and outcomes to make objective and comprehensive assessment. Its implementation has proven that the blended learning assessment model can promote students’ learning enthusiasm, improve their learning ability, and make them to learn autonomously and efficiently. However, there still exist some problems. The learning assessment model needs to be further developed and optimized in the future teaching research and practices.

Application of Blended English Teaching Method in College English Classroom

Application of Blended English Teaching Method in College English Classroom

Evaluation Method of IT English Blended Teaching Quality Based on the Data Mining Algorithm

As the mixed education model gradually becomes widespread in various universities in Japan, the evaluation of the quality of IT English mixed education has become a very important issue, and it is worth considering the corresponding evaluation method. In this paper, we use a data mining algorithm to implement an evaluation method for the interconversion of quantitative data and qualitative concepts and use the IT English mixed teaching model to evaluate and analyze the teaching quality of the course. The evaluation method is feasible and provides a mixing method. Evaluation of the quality of education. Reference method.

Teachers’ TPACK Practice of English Blended Learning Course in the Midst of COVID-19 Pandemic

This study aims to examine teachers’ TPACK knowledge in practice that used in blended-learning course. This study employs a qualitative descriptive research design to analyze phenomena in the teaching and learning process. The observation focused on the three components of TPACK in practice included technological tool, content material, and learning activity. Furthermore, the finding shows that teachers promoted 22 and 24 of the 33 TPACK criteria in practice, which represented the TPACK knowledge. This means teachers have achieved more than 50 % of criteria which representing the TPACK knowledge in practice. In conclusion, the TPACK knowledge help teachers conducted an effective teaching with technology as teachers were able to apply the framework of TPACK in practice during the blended learning activity.&#x0D; Keywords: Blended-learning, Content Knowledge, Pedagogical knowledge Teachers’ Knowledge, Technological Knowledge, Technology Integration TPACK