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Students’ Academic Achievement and Satisfaction in a Blended Learning Community of College English in China: A Quasi-experimental Study

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  • Ling Li

Abstract

The research aimed to make a quasi-experimental study of College English in a Chinese blended learning community environment. A mixed method was adopted to collect data about students’ academic achievement and learning satisfaction. Academic achievement consisted of obtrusive data from the final exam, and learning satisfaction data came from a unified standard questionnaire organized by the university. Utilizing quasi-experimental design, results showed that the experimental class (C1) adopting the framework of blended learning community (BLC) earned a higher level of academic achievement and satisfaction. It is concluded in this research that the BLC framework was shown to have a positive effect on students’ academic achievement and learning satisfaction than face-to-face (FTF) learning in the context of English learning in higher education. Pedagogical implications and future research recommendations were also included.

Suggested Citation

  • Ling Li, 2022. "Students’ Academic Achievement and Satisfaction in a Blended Learning Community of College English in China: A Quasi-experimental Study," SAGE Open, , vol. 12(3), pages 21582440221, September.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221119485
    DOI: 10.1177/21582440221119485
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    References listed on IDEAS

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    1. Fangfei Li & Tinghe Jin & Palitha Edirisingha & Xi Zhang, 2021. "School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context," Sustainability, MDPI, vol. 13(18), pages 1-20, September.
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