Frontiers in Educational Psychology, 2022, 3(3); doi: 10.38007/JEP.2022.030302.
Hairong Xiang, Jianhui Gao, Xueqian Peng and Jing Zhao
College of Foreign Language Studies, Hubei Normal University, Huangshi, China
Blended learning is the combination of network learning and classroom learning, which is a supplement of the conventional teaching mode. As the continuous advancement of the Internet, blended learning is becoming increasingly prevalent. This paper mainly discusses the influence of blended learning on English learning motivation and achievement of English majors. Quantitative research is adopted through questionnaire survey on students majoring in English Education in the college of Arts and Sciences of Hubei Normal University. The questionnaire includes basic personal information, the motivation of students’ learning under blended learning and the experience of blended learning. The results show that blended learning mode can improve students’ English learning motivation.
Blended Learning, English Learning Motivation, English Majors
Hairong Xiang, Jianhui Gao, Xueqian Peng, Jing Zhao. The Influence of Blended Learning on English Learning Motivation and Achievement of English Majors. Frontiers in Educational Psychology (2022), Vol. 3, Issue 3: 10-19. https://doi.org/10.38007/JEP.2022.030302.
[1] Yenice, N., Saydam, G., & Telli, S.(2012). Determining factors effecting on primary school students’ motivation towards science learning. AhievranŰniversitesi Kƪrşehir Eĝitim Fakültesi Dergisi, 13(2), 231-247.
[2] Chen Chunjin, Wang Hong. The impact of blended learning and online learning on students' learning effectiveness - meta-analysis of 47 experiments and quasi experiments. Open Education Research, 2013 (2): 69-78. DOI:CNKI:SUN:JFJJ.0.2013-02-011
[3] Feng Xiaoying, sun Yuwei, Cao Jieting. Hybrid learning in the "Internet +" era: the basis of learning theory and teaching methodology. China Distance Education, 2019, (2): 7-16. DOI:10.13541/j.cnki.chinade.20190127.002
[4] He Kekang. New developments in the field of educational technology seen from Blended Learning. China Audio Visual Education, 2014 (4): 5-10
[5] Lin Zhihui, Tang Liang, Zhao Jinlong. Practical Research on Mixed Teaching Mode. Electronic test, 2019 (4): 127-128
[6] Li Jiongying, Liu Penghui. An Empirical Study on Foreign Language Learning Motivation of Chinese Undergraduates. Journal of Xi'an Foreign Studies University, 2017 (2): 63-68. DOI:10.3969/j.issn.1007- 1563.2012.01.017
[7] Wang Lu, Liu Min. The influence of blended learning on college students' English learning achievement and motivation. Journal of Hubei Normal University, 2019, (6), 92-96
[8] Wang Shuli. Research on the influence of blended learning on college students' learning motivation and learning effectiveness. Central China Normal University, 2017
[9] Wang Jingxin, Yuan Shuai, Zhao Guodong. The impact of mixed teaching on college students' learning effectiveness - an empirical study based on the application effect of Mooc in domestic first-class universities. Modern Distance Education, 2018 (05): 39-47. DOI:CNKI:SUN:YUAN.0.2018-05-005
[10] Yang Qi. Experimental Research on the Teaching Mode of the "Mixed Learning" Course. Journal of Huangshan University, 2019 (4): 122-123
[11] Zhang Hui. Research on the Influence of Mixed Teaching Mode on Foreign Language Learning Motivation of Higher Vocational Students. Journal of Hunan Polytechnic of Posts and Telecommunications, 2020 (2): 78-81. DOI:10.3969/j.issn.2095-7661.2020.02.023