Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses

Huidan Liu; Panpan Chen

doi:doi:10.11648/j.ijalt.20230902.16

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Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses

Huidan Liu, Panpan Chen

Published in International Journal of Applied Linguistics and Translation (Volume 9, Issue 2)

Received: 12 May 2023 Accepted: 30 May 2023 Published: 10 June 2023

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Abstract

Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.

Published in	International Journal of Applied Linguistics and Translation (Volume 9, Issue 2)
DOI	10.11648/j.ijalt.20230902.16
Page(s)	68-80
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Blended Learning, Comprehensive English Courses, Outcome-Based Education (OBE), Production-Oriented Approach (POA), Flipped Classroom

References

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APA Style

Huidan Liu, Panpan Chen. (2023). Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. International Journal of Applied Linguistics and Translation, 9(2), 68-80. https://doi.org/10.11648/j.ijalt.20230902.16

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Huidan Liu; Panpan Chen. Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. Int. J. Appl. Linguist. Transl. 2023, 9(2), 68-80. doi: 10.11648/j.ijalt.20230902.16

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AMA Style

Huidan Liu, Panpan Chen. Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. Int J Appl Linguist Transl. 2023;9(2):68-80. doi: 10.11648/j.ijalt.20230902.16

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@article{10.11648/j.ijalt.20230902.16,
  author = {Huidan Liu and Panpan Chen},
  title = {Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {9},
  number = {2},
  pages = {68-80},
  doi = {10.11648/j.ijalt.20230902.16},
  url = {https://doi.org/10.11648/j.ijalt.20230902.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20230902.16},
  abstract = {Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.},
 year = {2023}
}

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TY  - JOUR
T1  - Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses
AU  - Huidan Liu
AU  - Panpan Chen
Y1  - 2023/06/10
PY  - 2023
N1  - https://doi.org/10.11648/j.ijalt.20230902.16
DO  - 10.11648/j.ijalt.20230902.16
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 68
EP  - 80
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20230902.16
AB  - Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.
VL  - 9
IS  - 2
ER  -

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Author Information

Huidan Liu

College of Foreign Languages, Shanghai Maritime University, Shanghai, China
Panpan Chen

College of Foreign Languages, Shanghai Maritime University, Shanghai, China

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APA Style

Huidan Liu, Panpan Chen. (2023). Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. International Journal of Applied Linguistics and Translation, 9(2), 68-80. https://doi.org/10.11648/j.ijalt.20230902.16

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ACS Style

Huidan Liu; Panpan Chen. Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. Int. J. Appl. Linguist. Transl. 2023, 9(2), 68-80. doi: 10.11648/j.ijalt.20230902.16

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AMA Style

Huidan Liu, Panpan Chen. Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses. Int J Appl Linguist Transl. 2023;9(2):68-80. doi: 10.11648/j.ijalt.20230902.16

Copy | Download

@article{10.11648/j.ijalt.20230902.16,
  author = {Huidan Liu and Panpan Chen},
  title = {Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {9},
  number = {2},
  pages = {68-80},
  doi = {10.11648/j.ijalt.20230902.16},
  url = {https://doi.org/10.11648/j.ijalt.20230902.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20230902.16},
  abstract = {Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Blended Learning in Teaching English as a Foreign Language in China: A Case of Comprehensive English Courses
AU  - Huidan Liu
AU  - Panpan Chen
Y1  - 2023/06/10
PY  - 2023
N1  - https://doi.org/10.11648/j.ijalt.20230902.16
DO  - 10.11648/j.ijalt.20230902.16
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 68
EP  - 80
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20230902.16
AB  - Blended learning has gained new implications with the development of the Internet, particularly in the context of the global pandemic in recent years. Various educational systems around the world, including China, have witnessed a significant increase in integrating blended learning in teaching English courses for English majors. In the field of higher education, blended learning finds its particular application to a great variety of courses, especially language courses. Under the teaching philosophy of “Outcome-based Education” and via the “Production-oriented Approach”, Comprehensive English courses targeting non-English majors in some universities in China are delivered by means of blended learning. This study presents a detailed case analysis of blended learning in the teaching of Comprehensive English courses for English majors in China, covering course design, learning activities, flipped classroom design, students’ evaluation mechanism, and students’ feedback. The findings reveal that blended learning has greatly transformed the course delivery mode, innovated the teaching of English as a Foreign Language in China, and improved effectively students learning abilities and English capacities. By blended learning, instruction of Comprehensive English course has been innovated in multiple dimensions, including the selection of learning materials for students who are of different proficiency levels, the design of adaptive learning activities, effective integration of online and offline learning, the conducting of theme-based flipped classrooms to develop students’ critical thinking skills and values, and the tracking of students’ learning outcomes. Based on the empirical data and innovative practices in teaching Comprehensive English courses, this study provides valuable implications for applying blended learning in language courses in the international academic community, particularly for scholars in the field of teaching English as a Foreign Language in China.
VL  - 9
IS  - 2
ER  -

Copy | Download