Exploring Social Networking Service-based Blended Learning In College English Course Context

Lately, fast-growing information technologies have been gradually applied to college English instruction. And blended learning becomes increasingly popular in higher education with the support of network technologies. This study explores the Social networking service (SNS)-based blended learning in the college English course context, attempting to find the effects of SNS-based blended learning, observe students’learning behavior and investigate the influential factors on their learning, which would provide helpful suggestions and reference for a more effective blended learning in the future.In this research, the learning platform is constructed on the foundation of RenRen, a popular SNS among Chinese university students, in the context of college English course. With quantitative and qualitative analysis, two experiments are conducted to collect data concerning students’learning behavior. Pre-test and post-test scores by the experimental and control group were statistically processed by software SPSS19.0. A questionnaire is also utilized to explore students’general use of RenRen, their evaluation of SNS-based blended learning and factors affecting learning outcomes.Results show that students’language performance is significantly improved with the RenRen-based blended learning model in the college English course context. Students from the experimental group in two semesters show better performance in the final exam. Besides, statistic analysis also reveals a medium correlation between the blended learning frequency and English proficiency. The questionnaire gives a supportive explanation that blended learning based on RenRen contributes to vocabulary acquisition, writing skills, confidence and motivation, and students involved in this study show a positive attitude towards this new learning approach. However, reciprocal effects from such factors as personal learning interest, academic pressure, the availability of extracurricular activities and teacher’s guiding, result in the inadaptability of SNS-based blended learning on the part of many students. They fail to maintain a sound learning consistency and interaction.Based on quantitative and qualitative data analysis, this study puts forward suggestions for both teachers and students under the blended learning model in the future and findings in this research have important implications for a more effective blended learning model.