The Blended Learning Approach In College English Classroom

With the rapid development of modern information technology, particularly computer network technology, blended learning based on constructivist learning theory, socio-cultural theory of learning and cognitive theory becomes more and more popular in educational fields both at home and abroad in recent years. The blended learning approach that effectively combines the advantages of online learning and classroom teaching is assumed effective in mobilizing the initiative of both teachers and students and promoting learner autonomy. The blended learning approach conforms to College English Curriculum Requirements published by the Education Ministry in 2007.This dissertation adopts an empirical study to research the application of the blended learning approach in college English teaching, proposes an interactive mode of blended learning and a mode of blended learning support system, illustrating how multi-interaction helps to integrate online learning and web-based activities into traditional English classroom teaching to improve students'academic achievements and personal development.The features of the blended learning were discussed combined with examples in different learning environments. Benefits and challenges of the blended learning approach were explored. 348 non-English major students in Heilongjiang Institute of Technology were tracked and statistical analysis of their results in four English final examinations, two CET-4 examinations and one CET-6 examination were made in two academic years. The blended learning approach integrated in college English classroom has a positive effect on students'academic achievements and personal development, students'perception of and attitude towards the blended learning activities are positive. The findings of the dissertation indicate that as one of the most promising ways to facilitate students'knowledge construction, the blended learning approach integrating effectively the advantages of online learning and classroom teaching will enhance students'cognitive development, increase students'motivation and self-confidence in college English learning, develop students'high-order thinking skills and social skills. Educational technology and web-based learning activities can facilitate language learning to some extent, however, without proper and thoughtful integration into the regular college English course, they will not be as effective as they should be, for technology does not teach, teachers teach. Furthermore, we hope the dissertation is helpful as a basis for further research to take full advantage of blended learning and serves as reference for the reform of college English teaching.