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Impact of Blended Learning on University Students’ Achievement of English as a Second Language
article

, , Vrije Universiteit Brussel, Belgium

International Journal on E-Learning Volume 17, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the faceto- face learning mode, this research investigated the learning outcomes of students following English as a Second Language course under the two learning modes in a university of Beijing, China. A large database was analyzed including student variables (gender, grade, and discipline), the different learning modes, and student performance in this study (N=5376). The results show that students engaged in blended learning had better academic achievements in their English as a Second Language courses compared to students participating in the face-to-face learning mode. Student factors (gender, grade, discipline, and pre-test) were taken as covariates in order to assess the differences of student performance (dependent variable) in blended learning and face-to-face learning.

Citation

Zhang, W. & Zhu, C. (2018). Impact of Blended Learning on University Students’ Achievement of English as a Second Language. International Journal on E-Learning, 17(2), 251-273. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

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