An Empirical Study of Blended Teaching Model in University English Teaching

Shenying Jiang; Danli Li

doi:10.4236/ce.2012.34076

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Creative Education > Vol.3 No.4, August 2012

An Empirical Study of Blended Teaching Model in University English Teaching ()

Shenying Jiang, Danli Li

College of Foreign Languages Shenyang Aerospace University Shenyang Liaoning China.

DOI: 10.4236/ce.2012.34076 PDF HTML 5,034 Downloads 7,789 Views Citations

Abstract

It has been seven years since Education Ministry issued College English Curriculum Trail Requirements. It is of manifest necessity to conduct a survey about the effectiveness application under blended teaching model in common university. This paper adopts consecutive three years’ empirical study of blended teaching model and analyzes the data from both English teachers’ and students’ viewpoint. Then it discovers some problems and proposes corresponding suggestions with the purpose to facilitate the improvement of the English teaching in universities.

Keywords

Blended Teaching Model; English Teaching; Empirical Study

Share and Cite:

Jiang, S. & Li, D. (2012). An Empirical Study of Blended Teaching Model in University English Teaching. Creative Education, 3, 503-506. doi: 10.4236/ce.2012.34076.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Education Ministry (2004). College English curriculum requirements (for trial implementation). Shanghai: Shanghai Foreign Language Education Press.
[2]	Ellis, R. A. (2006). Teacher conceptions of blended learning, blended teaching and associations with approaches to design. Australasian Journal of Educational Technology, 22, 312-335.
[3]	He, K. K. (2004a). New development of educational technology from the viewpoint of blending learning (the first part). CET China Educational Technology, 5-14.
[4]	He, K. K. (2004b). New development of educational technology from the viewpoint of blending learning (the second part). CET China Educational Technology, 10-15.