​​THE STUDENTS’ PREFERENCE OF BLENDED ENGLISH TEACHING IN INTENSIVE READING COURSE---A CASE STUDY​

Abstract

The digitalization of education has become a prevailing trend and online-offline blended English teaching has been widely applied at all levels of education. How English teachers can better improve the teaching efficiency of the blended teaching in the EFL context. Many scholars have done numerous research on the efficiency of blended English teaching, but comparatively few research focuses on the efficiency of blended teaching involving students’ expectation and preference. By conducting qualitative research, the study analyses qualitative data collected by in-depth interviews before and after the blended teaching and probes into the efficiency of blended teaching which takes students’ expectation and preference into consideration. Three themes are derived from the before-interview which were reading difficulties, student involvement, and teacher’s instruction. Another three themes which are more reading materials, preliminary self-learning mode, and teacher’s instructions are derived from the interview after the blended teaching. It is suggested that involving the students’ expectation and preference when designing the blended research is more likely to have more efficiency.