A Study Of Student Satisfaction With College English In Blended Learning Environment

Blended learning is a popular learning approach as it integrates face-to-face teaching with web-based online learning.In recent years,as blended learning has developed rapidly,colleges and universities have begun to apply and practice blended learning mode one after another.As an underlying indicator reflecting learning and teaching effect,student satisfaction has gradually attracted attention by scholars at home and abroad.However,there are still very limited studies on the satisfaction of blended learning.Shandong Normal University carried out the reform of College English and implemented the blended learning based on hierarchical teaching in 2016.So far,blended learning has lasted for two years,and the teaching effect has gradually emerged.In view of this,the study of the student satisfaction with College English will help to learn about the teaching and learning effect and find out the existing problems in the teaching and learning process,so as to provide enlightments for improving College English teaching and learning.In this study,6 College English teachers and 3184 non-English majors in Shandong Normal University are selected as the participants.Questionnaires and an interview are employed to collect data.This study mainly addresses the following questions:(1)What is the general situation of the student satisfaction with College English in blended learning environment?(2)What is the specific situation of the student satisfaction in terms of the seven dimensions of the satisfaction scale?(3)Are there any differences in student satisfaction among the students of different genders,majors and English levels? If there are differences,what are they?The major findings are summarized as follows:The overall satisfaction of the students towards blended learning is relatively high.The descending order of student satisfaction is teaching ability,learning support,perceived ease of technology use,learning satisfaction,self-efficacy,perceived usefulness of technology,and learning motivation.Besides,the proportion of people with neutral attitude is relatively large,and there is still much room for improvement of student satisfaction with blended learning of College English.Through analyzing the seven dimensions,it can be found that although the satisfaction with perceived ease of technology use is high,students are less satisfied with the functions of notification,news and discussion posts on the platform.In terms of perceived usefulness of technology,student satisfaction with teacher-student interaction and student-student interaction is lower than the average of this dimension.In terms of gender,there are significant differences in self-efficacy,learning motivation and perceived ease of technology use.The self-efficacy of male students is higher than that of female students,and the learning motivation and perceived ease of technology use for female students are higher than that of male students.In terms of majors,there are differences only in learning motivation between liberal arts and science students,and the learning motivation of liberal arts students is higher than that of science students.In terms of English levels,there are significant differences in the two dimensions of learning motivation and teaching ability.For the dimension of learning motivation,student satisfaction of advanced level is significantly higher than intermediate level,and intermediate level is significantly higher than elementary level.For the dimension of teaching ability,student satisfaction of advanced level is also significantly higher than intermediate level,and intermediate level is significantly higher than elementary level.According to the above findings,the author puts forward some suggestions on how to improve the blended learning model and further improve the overall satisfaction of students.Finally,the limitations and shortcomings of this study are pointed out,and some suggestions for future improvement are put forward.