Year: 2024
Type: article
Abstract: Blended instruction integrating online and face-to-face teaching is increasingly adopted in Chinese higher education. However, research on implications for advancing student-centered pedagogy is limited. This study aims to develop a blended instruction framework tailored for grammar acquisition. The design aligns online explicit grammar modules with face-to-face integrated reading, writing, listening, and speaking sessions. Online components provide holistic instructions, explanations, and practice while in-person activities enable skill transfer through meaningful communicative tasks. The model provides educators with a structured approach to developing blended curricula that leverage online and offline affordances. Blended designs following this framework promise to increase learner engagement, motivation, and outcomes.
Authors: Weilu Wang, Shu Zhao, Jie Chen, Manfu Duan
Institution: Inner Mongolia University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4401462315