Gang Yang, Qiongqiong Kuang, Renfeng Jiang, Renfeng Jiang
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引用次数: 0
Abstract
Recognized as an important teaching approach, blended teaching has been widely applied in English language instruction within university settings. Nonetheless, discrepancies exist in the reported results regarding the efficacy of blended teaching approach on university students’ English learning outcomes. This study employs a comprehensive three-level meta-analysis method, analyzing 373 distinct effect sizes from 207 empirical studies. The three levels correspond to the sampling variance, the variance among effect sizes within individual studies, and the variance between different studies, allowing for a nuanced understanding of the factors influencing learning outcomes. Our findings reveal a significant overall positive impact of blended teaching on English learning outcomes. Specifically, we identify that the relationship between blended teaching and language achievement is nuanced, moderated by variables such as duration of implementation and interaction type, while remaining unaffected by teaching method, form of learning and blended mode. Additionally, we observe that the relationship between blended teaching and learners’ personal characteristics is moderated by duration of implementation, teaching method and blended mode, yet remains independent of form of learning and interaction type. These findings are poised to inform and enhance English language pedagogy within the framework of blended teaching method.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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