Study on Factors Affecting English Acquisition of Chinese Minority Students Majoring in Nursing in a Blended Learning Environment

Autor/inn/en	Tan, Yingchun; Yang, Jie; Yao, Chunlin
Titel	Study on Factors Affecting English Acquisition of Chinese Minority Students Majoring in Nursing in a Blended Learning Environment
Quelle	In: Athens Journal of Education, 9 (2022) 4, S.615-639 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Blended Learning; English (Second Language); Second Language Learning; Nursing Students; Nursing Education; Anxiety; Help Seeking; Learning Strategies; Foreign Countries; Minority Group Students; Access to Education; Higher Education; Educational Technology; Technology Uses in Education; High Achievement; Low Achievement; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pflegepädagogik; Angst; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterdurchschnittliche Leistung
Abstract	Blended learning is an increasingly prevalent trend in College English acquisition. This research seeks to study the influence of a blended learning environment to English acquisition, and the differences between the high-achieving learners and the low-achieving learners for Chinese minority preparation college students in English acquisition. Eighty students were selected as the research subjects, and the research instruments included questionnaire and interview questions to collect data. The study results show that a blended learning environment, to some degree, can help learners overcome anxiety and cultivate autonomous learning abilities. In addition, high-achieving language learners are willing to ask for help from others when they encounter problems; they are able to choose their learning strategies on their own, and have the strong ability of self-learning. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01