The Effect Of Blended Learning On Non-English Majors' Self-Regulated Learning

In the 21^st century when information technology is pervasive,the rapid development of Internet not only facilitates multi-directional combination of education in time and space,but also promotes the generation and development of various new teaching models.Blended learning?BL?,serving as the organic integration of face-to-face learning and online learning,has attracted much attention from numerous researchers.Meanwhile,the fields of pedagogy and psychology have gradually become interested in the issue of self-regulated learning?SRL?since 1980s.SRL requires learners to possess a high sense of responsibility for their learning and have the ability of self-control,which is regarded as one of the distinguishing features of successful learners.However,due to the uncontrollability of networks,students'grasp of SRL abilities in the online environment is considered to be important.Many studies have emphasized on the close relationship between BL and SRL.Therefore,this thesis proposes a new blended learning model?BLM?and seeks to explore the feasibility of applying the model to guide students to self-regulate their own learning,so as to provide some pedagogical implications for the future blended learning practice.This thesis draws on the data of questionnaire,interview and online performances to explore the effects of BL on non-English majors'SRL abilities.It takes non-English majors'Business English Course as an example and investigates whether the proposed new BLM has a positive effect on the cultivation of students'SRL capabilities in the three phases of Zimmerman's cyclical model of SRL?including task analysis,self-motivation,self-observation,self-control,self-judgement and self-reaction?,and how the effect is generated.The research findings indicate that the proposed BLM exerts positive influence on fostering non-English majors'SRL abilities,which is particularly instructive for future blended learning practice.The thesis is composed of five chapters.Chapter One is the brief introduction of the research,including research background,research significance and layout of the thesis.Chapter Two is related to literature review,encompassing Constructive Learning Theory and Social Cognitive Theory,review of the research on BL and the design of BLM,and the introduction of SRL and its typical model.Chapter Three is concerned with methodology of the research,which dwells on research questions,participants,procedures,methods of data collection and data analysis.Chapter Four is assumed as the main body of the research.In line with the data collected from questionnaire,interview and online performances,this chapter analyzes the BLM's effects on the promotion of non-English majors'SRL abilities in the following six aspects:task analysis,self-motivation,self-observation,self-control,self-judgement and self-reaction.Chapter Five serves as the conclusion of the research,in which the major results are elaborated,pedagogical implications for future blended learning practice are concluded,and limitations and suggestions for further research are pointed out.