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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CE> Vol.3 No.4, August 2012

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

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DOI: 10.4236/ce.2012.34076 4,784 Downloads 7,377 Views Citations

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Shenying Jiang, Danli Li

Affiliation(s)

College of Foreign Languages Shenyang Aerospace University Shenyang Liaoning China.

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

Cite this paper

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.