Content area
Blended teaching, which combines online resources with face-to-face instruction, has become the dominant pedagogical model in College English education. As a crucial form of computer-assisted language learning, blended teaching leverages digital technologies to enhance language learning experiences. However, current implementations often result in fragmented learning experiences due to poorly integrated online and offline components, leading to reduced learning outcomes and student dissatisfaction. This study developed and evaluated an optimized blended teaching model guided by the production-oriented approach, implemented through two iterative action research cycles involving 92 undergraduate students (44 experimental, 48 control) over one semester. Results show that this model significantly improved students' reading and writing performance compared to traditional blended teaching, with marked increases across all dimensions of course satisfaction, particularly in learning assessment.
Details
Action research;
Production;
Students;
Grammatical aspect;
Collaboration;
Computer assisted instruction--CAI;
College students;
Models;
Instructional design;
Blended learning;
Educational technology;
Learning management systems;
Colleges & universities;
Internet resources;
Learning;
Computer assisted language learning;
Personalized learning;
Language acquisition;
Academic achievement;
Language;
Higher education;
Pedagogy;
Undergraduate students;
Writing;
Segmentation;
English language;
Teaching methods;
Educational objectives;
Learning outcomes;
Instructional scaffolding;
Undergraduate study;
Satisfaction
1 University Kebangsaan Malaysia, Malaysia & Chaohu University, China
2 University Kebangsaan Malaysia, Malaysia