The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students

Yoon, Seo Young; Lee, Chung-Hyun

doi:10.15702/mall.2010.13.2.177

Cited by 23 publications

(1 citation statement)

References 4 publications

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“…The blended learning model integrates contact teaching with instructors and self-controlled preparation using online resources [ 6 ]. In doing so, it brings together the traits of online and offline learning, including instructional modalities, teaching methods, and learning tools [ 7 ]. It is believed that self-controlled preparation of pre-class learning materials, such as previewing of book chapters, journal papers, and related videos in advance, can save much time for covering important content in class and promote more meaningful interaction between teachers and students within this model [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods

Hua¹,

Wang

2023

PLoS ONE

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The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students’ academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students’ academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.

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Section: Introductionmentioning

confidence: 99%