In the information age, traditional teaching methods are replaced by blended learning, which integrates online and offline instruction. This approach has gained prominence, particularly in higher education, and is being explored for English as a Foreign Language in Chinese private colleges. This study examines the implementation and effectiveness of blended learning for English as a Foreign Language in Chinese private colleges. Through surveys of five English as a Foreign Language teachers, the research reveals that while blended learning is widely adopted, the proportion of online to offline components varies, influenced by teachers’ perceptions, resource limitations, and institutional training. Student evaluations through the questionnaire show strong acceptance, with students appreciating the interactive and engaging nature of blended learning. The findings suggest that improving teacher training and continuously updating resources could further enhance the effectiveness of blended learning, ultimately helping to bridge the gap between assigned and actual online learning while significantly improving English proficiency. The study underscores the importance of blended learning in modern EFL education and offers strategic recommendations for optimizing its impact in Chinese private colleges.

Cite as:

Zhang, H., Baba, J., Sharil, W., N.E.H., & Liu, J. (2024). The Implementation of English as a Foreign Language and the Effective Behavior of Teachers in Chinese Private Colleges under the Background of Blended Learning. Arab World English Journal, 15(3): 142-158

DOI: https://dx.doi.org/10.24093/awej/vol15no3.9

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Keywords

blended learning, Chinese private college, effective teaching behavior, English as a foreign language, higher education

About the author

Haihang Zhang is a PhD candidate in the Faculty of Education at Universiti Teknologi MARA, Malaysia. He obtained his Master’s degree majoring in translation and interpreting at Guizhou University, China. His current research involves EFL teaching, blended learning and effective teaching behaviors. His current work is on the effectiveness of teaching.
ORCID: https://orcid.org/0009-0008-2414-0389

Jamiah Binti Baba is a senior lecturer. She currently works at the Faculty of Education, Universiti Teknologi MARA. She is a supervisor for undergraduate and postgraduate learners who has supervised various dissertations. Her professional interests include EFL, TESL and adult education.
ORCID:https://orcid.org/0000-0002-8392-3200

Wan Nurul Elia Binti Haslee Sharil is a senior lecturer at Universiti Teknologi MARA. She obtained her PhD degree from the University of York. She does research in TESL, ELT Methodology and ESL Teacher Training.
ORCID: https://orcid.org/0000-0002-5585-5116

Jiayang Liu is a PhD candidate in the Faculty of Education at Universiti Teknologi Malaysia. She obtained her Master’s degree majoring in education at Liaoning Normal University, China. Her current work is learning and teaching effectiveness.
ORCID: https://orcid.org/0009-0001-1078-1010

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