Blended Teaching Approach to Online “Comprehensive English” Course: An Experimental Study

Blended teaching requires careful consideration when implementing specific course content. This study presents an experimental investigation on blended teaching approach to the online course “Comprehensive English”. A total of 60 students from two natural classes in the school of foreign languages at a local university were selected as participants. The primary research inquiries are as follows: (1) the correlation between blended teaching to the “Comprehensive English” online course and students’ learning outcomes; (2) the correlation between blended teaching to the online course and students’ autonomous learning. The data collection comprises two parts: the first part consists of scores obtained by students on the Autonomous Learning Scale Test, while the second part includes their scores on an English proficiency test. The experimental findings demonstrate that blended teaching based on a “Comprehensive English” online course can effectively enhance students’ autonomous learning and problem-solving abilities, as well as improve their overall level of English proficiency. This approach can also fosters and enhances students’ information literacy, deepens their learning outcomes while augmenting their language proficiency and lifelong learning capabilities.