A Comparative Study of Computer Science Students’ College English Learning Motivation Under Traditional and Blended Teaching Methods in Shandong Yingcai University, China
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DOI:
https://doi.org/10.14456/abacodijournal.2023.6Keywords:
College English, Learning Motivation, Traditional Teaching Methods, Blended Teaching MethodsAbstract
The main purpose of this study was to compare college English learners' learning achievement and motivation under traditional and blended teaching methods. Two classes of computer science students from Shandong Yingcai University were selected as the sample for the experimental study. One class was the control group, and the other class was the experimental group. The teaching methods, traditional and blended, were implemented examined over sixteen weeks from September to December 2021. The experimental group received 4.5 hours of traditional face-to-face learning and unlimited online learning per week, while the control group received only 4.5 hours of traditional face-to-face learning per week. Research data were collected through the Learning Motivation Scale and the Test Paper of Learning Achievement. The results showed that students who took a college English course in a blended learning classroom had a higher success rate and higher motivation than a control group that took a college English course in a traditional classroom. Therefore, college English course can employ blended learning to promote students' academic achievement and motivation.
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