Empirical Research on the Assessment and Enhancement of Blended Teaching Competence of Integrated English Teachers

Jiaorong Lyu

doi:10.54691/qsb72y31

Empirical Research on the Assessment and Enhancement of Blended Teaching Competence of Integrated English Teachers

Jiaorong Lyu

Scientific Journal of Humanities and Social Sciences, (2024), Vol.6, No.10, pp.1-16

Published: October 13, 2024

DOI: 10.54691/qsb72y31

PDF: Download Full Text PDF

Abstract

This research aimed to assess Integrated English teachers’ competence at Guangzhou Institute of Science and Technology. The participants of the study were 275 students who were enrolled in Integrated English course, and 11 teachers who teach this course. The study revealed that the level of teachers’ competence in terms of knowledge, skills and attitudes in Integrated English blended teaching was very high as assessed by the teacher and student participants. However, the challenges and problems encountered by teachers were limited time, insufficient supervision on students’ study and difficulty in assessing individual outputs. Therefore, a plan of action was proposed to improve the teaching of Integrated English through blended mode.

Keywords: Integrated English, Blended Teaching, Teachers’ Competence.

APA Citation: Jiaorong Lyu (2024). Empirical Research on the Assessment and Enhancement of Blended Teaching Competence of Integrated English Teachers. Scientific Journal of Humanities and Social Sciences, 6(10), 1-16. https://doi.org/10.54691/qsb72y31

References

S. S. Ye: Research on Blended Learning of Comprehensive English Courses under the Output-oriented Approach, Journal of Zhejiang Wanli University, vol. 34 (2) (2021), p. 110.
L. W. Wang: Research on Improving the Teaching Ability of Vocational English Teachers Based on the "Three Teachings" Reform, Journal of Jiangsu Vocational and Technical College of Economics and Trade, vol. 4(2023), p. 86-88.
Q. Wu, et al.: Strengthening the Construction of Higher Mathematics Teaching Teams to Enhance the Teaching Ability of University Teachers, The Road to Success, vol. 26(2023), p.73-76.
R. J. Zhao & X. D. Wen: A Survey and Research on the Willingness of University Teachers to Reform Blended Learning: A Case Study of Jiaxing University, Journal of Jiaxing University, vol. 35 (1) (2023), p. 127-128.
C. Z. Yin: An Analysis on the Ability Improvement of Public Course Teachers in Higher Vocational Colleges from the Perspective of Holistic Training--A Case Study of Liaoning Vocational and Technical College of Economics, Journal of Liaoning Radio and Television University, vol. 4(2020), p. 47-50.
X. X. Zhao: Investigation and Research on English Learning Motivation, Current Situation and Needs of Secondary Vocational Students, Chinese Journal of Multimedia and Network Teaching: Electronic Edition, vol. 35 (17) (2020), P. 202-204.
X. Y. Lei: Study on the Interaction Mode between Teachers and Students in Higher Vocational English Classroom, Henan Education: Teacher Education, vol. 11(2020), p. 51-52.
Y. Q. Liu: Research on the Blended "Golden Course" Teaching Model of College English Based on the Chaoxing Learning Platform, Journal of Hubei University of Education, vol. 39 (11) (2022), p. 106.
H. Zhang: The Influence of Mixed Teaching Mode on Foreign Language Learning Motivation of Higher Vocational College Students, Journal of Hunan Polytechnic of Posts and Telecommunication, vol. 19(2) (2020), p. 78-81.
W. J. Wu: How to Use Positive Emotion to Improve Students’ Participation in English Learning, Journal of Science, vol. 3(2019), p. 134-135.