An Integrated Blended Teaching Mode for Enhanced English Language Instruction: An Empirical Analysis

Jiaorong Lyu

doi:10.6981/FEM.202408_5(8).0010

Authors

Jiaorong Lyu

DOI:

https://doi.org/10.6981/FEM.202408_5(8).0010

Keywords:

Integrated English Blended Teaching; Learning Effectiveness; Students’ Proficiency.

Abstract

This research aimed to improve the Integrated English blended teaching through analyzing the implementation of Integrated English blended teaching mode and students’ proficiency at Guangzhou Institute of Science and Technology. The participants of the study were 275 students who were enrolled in Integrated English course, and 11 teachers who teach this course. The study revealed that the extent of the implementation of the Integrated English blended teaching in terms of objectives, content, strategies, resources and assessment is very high as assessed by both the teacher and student participants. Besides, student participants perceived significant proficiency after taking Integrated English blended mode, as their English proficiency level in terms of vocabulary test, inflection test, cloze test, reading comprehension, Chinese-English test and English-Chinese test was assessed to be good. This indicates that Integrated English blended teaching is a very effective and practical teaching mode. However, challenges and problems encountered by students were information overload, insufficient learning motivation, and fast teaching speed. Therefore, a plan of action was proposed to improve the teaching of Integrated English through blended mode.

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