Investigating student engagement in a blended academic English writing classroom

Abstract

混合式學習是線下學習與線上學習相結合的新型學習模式。本研究采用個案研究方法,通過課堂觀察、文本分析及半結構化訪談探究了7名中國大學生在混合式學術英語寫作課堂中的行為、認知、情感投入的特點與影響因素,發現學生在混合式學習過程中展現出多樣的行為投入、深入的認知投入和客觀的情感投入,學習投入受到個體因素和環境因素的共同影響。研究為混合式外語學習的教學設計與課堂實施提供了可行性建議,以期促進混合式學習在我國外語教學情境中的有效應用。 Blended learning is a new learning mode combining offline learning and online learning． Through classroom observation，text analysis and semi-structured interviews，this case study explores the behavioral，cognitive and emotional engagement of seven Chinese university students in a blended academic English writing classroom，and examines the main factors influencing their engagement． It finds that the students demonstrate diverse behavioral engagement，deep cognitive engagement，and both positive and negative emotional engagement under the influence of individual and contextual factors． The study provides suggestions for the curriculum design and classroom practice of blended foreign language learning，with a view to achieving effective application of blended learning in the foreign language teaching and learning context in China．