The Effects of Blended Teaching and Multi-dynamic Evaluation Model in the Course of Integrated Skills of English

Abstract

Objective: The purpose of this study was to explore the effects of blended teaching and multi-dynamic evaluation model in the course of Integrated Skills of English (ISE) in English as a Foreign Language context at tertiary level. Methods: This study employed the methods of calculation of the total course scores, a survey and interviews. Thirty students in a teacher training program in a western Chinese university voluntarily participated in the study. All of them completed the survey and fifteen of them were randomly selected for the interviews upon completion of the teaching practice in ISE course. Results: The results of the study displayed that ISE blended teaching and multi-dynamic evaluation model could significantly improve participants’ learning outcome of the total course scores, promote perceived learning abilities such as self-regulation, communication skills and learning tools using skills. Besides it would enhance their learning motivation in terms of learning autonomy, learning expectations, learning efficacy and engagement. Conclusion: The results showed the blended teaching and multi-dynamic evaluation model had significant effects on improving students’ learning outcome, self-regulation, communication, digital skills and learning motivation. Additionally, this model had no effect on the promotion of higher-level learning abilities like critical thinking and creativity skills. The findings of the study could provide pedagogical implications for blended teaching practice and the evaluation approaches.