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Autor/inn/enXin, Li; Zhongbao, Zhao
TitelAn Investigation into the Influence of Blended Learning on Oral English Proficiency of Senior High School Students
QuelleIn: International Education Studies, 14 (2021) 7, S.27-35 (9 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1913-9020
SchlagwörterBlended Learning; Oral Language; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Technology Integration; Teaching Methods; Comparative Analysis; Pronunciation; Intonation; Accuracy; Vocabulary Skills; Language Fluency; Grammar; High School Students; National Standards; Cultural Awareness; Units of Study; Online Courses; Scoring; Language Tests; Pretests Posttests; Foreign Countries; China; United Kingdom
AbstractWe advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high school. A one-semester teaching experiment is conducted to explore whether there is a significant difference in the students' oral English proficiency between the experimental class and the controlled class. The major findings of the study are as follows: (1) There are significant differences of students' oral English proficiency before and after the experiment in the experimental class and the controlled class; (2) Blended learning can improve students' oral English proficiency, among which pronunciation and intonation, range and accuracy of vocabulary and fluency of language are the most significant ones, while the accuracy and complexity of grammatical structure are insignificant. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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