The Learning Style and Effectiveness of Blended Teaching Mode for Non-English Majors

Abstract

With the impact of the information age and the COVID-19 epidemic, blended teaching has become a study focus at home and abroad. Blended teaching, which integrates traditional classroom instruction with online learning, has increased worldwide. It gives learners more chances to interact and discuss with peers, thus improving learners' learning effectiveness. In blended teaching environments, learners also generate various learning data when they conduct online learning. Through the analysis of online learning behavior data, students' learning styles can be summarised, and the learning effects of learners can be understood so that teachers can better carry out the teaching process and implement teaching strategies.

This study selected 202 sophomore non-English major students in Sanquan Medical College as the research participants. The questionnaire explored the correlation between learning style and learning effectiveness under blended teaching.

Quantitative data were analyzed by SPSS software. There are three objectives of this dissertation. 1) Assess the learning styles in learner involvement, learner perception, perceived cooperation and interaction, teachers' help, and learner's technical skill. 2) Assess the effectiveness of blended teaching mode for non-English majors regarding personal development and attitude toward English learning. 3) Test the relationship between assessment in learning styles and assessment in the effectiveness of blended teaching mode for non-English majors.

This research shows that the learning style in terms of teacher's help is in the first rank; students get lots of support from their teachers. They prefer to learn English with the teacher's help. The learning style in terms of the learner's technical skill is the lowest rank. Students still need to become more familiar with online learning, and their technical skill is to be improved. The blended teaching mode is beneficial for non-English majors' personal development. Moreover, students' attitude toward English learning under blended teaching mode is also agreeable.

The relationship between assessment in learning styles in learner involvement, learner perception, perceived cooperation and interaction, teachers' help, and learner's technical skill and assessment in the effectiveness of blended teaching mode for non-English majors in terms of personal development and attitude toward English learning is significant. The higher the assessment of learning styles in terms of learner involvement, learner perception, perceived cooperation and interaction, teachers' help, and learner's technical skill, the higher also the assessment of the effectiveness of blended teaching mode for non-English majors in terms of personal development and attitude toward English learning.

Students learning style is significantly related to the effectiveness of blended teaching mode for non-English majors. Teachers can set up different teaching methods to meet students' various learning styles, increasing students' interest in English and actively involving them in English learning.