# An English Blended Teaching Model under the Background of Education Informatization

Authors: Xiaomei Wen
Journal: Mobile Information Systems
 (2022)

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## Abstract

The continuous development of information technology (IT) has brought great changes in people’s lives and the education sector has also gone through significant reforms because of the advancement of IT, in the recent years. With the improvement of education informatization, the traditional teaching systems cannot fulfill the demands of talent in the modern era. The rapid growth of educational informatization has introduced new requirements for the teaching methods and techniques. The development of new teaching modes that integrates the Internet, big data, and traditional teaching methods has become a major focus of the modern education. Computer system, particularly IT, is playing a key role in the education sector and is very essential for the development of students’ educational and professional careers/skills. At the same time, under the background of education informatization, the development of IT based hybrid teaching modes has attained promising teaching results. Keeping the significance of computer information in the field of education in consideration, this study first analyzes the current situation of English blended teaching in the context of education informatization and then explains the shortcomings of the traditional computer blended teaching models. In this study, I investigate the aims and content of comprehensive English courses using the questionnaire research method to identify the students’ learning requirements. Finally, this paper puts the way forward to implement the English blended teaching model in the context of education informatization and then improve the quality of teaching and promote students’ comprehensive computer ability. According to the results of this study, almost 100% of teachers and students hope that the platform supports the uploading of learning materials and assignments and also has the functions of discussion and communication. The proposed model presents a novel and improved method for the education sector and is expected that the proposed model will help the students and teaching staff to learn/teach in an effective manner.


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## Body

## 1. Introduction

Blended learning refers to the educational techniques, which integrate digital learning resources with conventional face-to-face classroom instructions. In blended learning, the students practice all of the four language skills, which include listening, speaking, writing, and reading [1]. Educational informatization teaching is a new educational platform that uses information technology [2]. The computer hybrid teaching model is a brand-new education concept under the background of educational informatization. It can use the advantages of Internet-based teaching by combining it with the traditional teaching systems to reflect students’ ability in classroom learning [3]. The main objective of the proposed research is to stimulate students’ interest in learning and to enhance the overall quality of computer-based teaching. It can be observed that, in the context of educational informatization, the computer-mixed teaching method can effectively promote the students’ comprehensive skills. It is an effective teaching method that leaves behind the traditional teaching method and strengthens the classroom teaching efficiency [4]. Therefore, the teachers need to pay full attention to resolving all the factors that hinder the implementation of the computer-based hybrid teaching models, to achieve the ideal teaching goals under the education informatization.The establishment of the “Khan Academy” website in 2008 heralded that education has entered the Internet age [5]. Khan Academy is a website that tries to give a free customized learning experience based on YouTube videos. Further, the Khan Academy channel on YouTube has more than 10 million subscribers and its videos have been seen over 1.94 billion times up to March 2022. With the rapid development of IT, educational informatization has also emerged, deriving teaching models in the form of Massive Open Online Courses (MOOCs), micro-classes, and flipped classrooms [6–8]. IT has a revolutionary effect on modern education and has inserted new vitality into it. Nowadays, it is an interesting topic of research for different academicians and other scholars that how IT can play a significant role in modern education. MOOCs are an excellent solution to address this issue [9]. MOOC is a large-scale open online course that is recorded and then transmitted to students by video streaming. It offers the features of openness, flexibility, and large scale when compared to typical online courses based on campus or local area networks. The teaching activities in the classroom are shifted to the Internet, which allows for true “flipped classroom” and network resource sharing [10]. MOOCs offer superior educational approaches throughout the world, for the major English changes taking place with the passage of time. It realizes the sharing of high-quality educational resources, which solves the problem of a large number of English classrooms; it brings together the wisdom of many scholars, which solves the problem of reliance on English teachers’ personal ability; and it reflects the humanization of education, which solves the problem of passive English learning; it strengthens interactive communication, which solves the problem of emotional deficiency in English teaching [11].The majority of international researchers feel that blended teaching combines face-to-face teaching of teachers and students with computer-assisted teaching, which overcomes the limits of traditional teaching modes [12].In the field of educational technology in China, several experts including Prof. Zhitin Zhu, Prof. Jiahou Li, Prof. Kekang Ho, and Prof. Kedong Li have expounded on blended teaching. According to prof. Emily and Graham, blended teaching combines the advantages of E-Learning with the traditional learning approaches [13]. In-depth understanding of blended teaching not only allows the teachers to fully realize their leadership role in directing, encouraging, and monitoring the teaching process, but also entirely reflects the creativity, interest, and initiative of students as the main body of the learning process. In recent years, apart from the theoretical study of blended teaching, various scholars have focused on the implementation and application of hybrid teaching. Hongqiang et al. evaluated the design and delivery of a hybrid social studies teaching techniques course to determine the features of the blended design which were most beneficial to pre-service teachers [14]. Shand and Farrelly investigated that a blended teaching style might assist in the acquisition of new English grammatical knowledge; the results varied according to the student’s level of English knowledge [15]. Simonova [16] studied the impact of Web-based blended learning in a physiology course at the Faculty of Medicine, University of Montenegro, and found that incorporating Moodle into the teaching model increased student interest, attendance of face-to-face lectures, and formative and summative scores. According to the earlier research studies, blended teaching has effectively increased the learning impact by changing the conventional “teacher-centered” teaching model to the “student-centered” new teaching mode. In 2012, China’s Ministry of Education issued “Opinions of the Ministry of Education for Accelerating the Development of Vocational Education Informatization” in order to firmly promote the in-depth integration of IT and education. It is an important foundation for supporting vocational education reform and innovation, which speed up the promotion of vocational education informatization [17]. Therefore, under the background of vocational education informatization, it is an inevitable trend to reform the existing traditional teaching models. Reforming the traditional teaching mode is also a must-answer question for all educators.The rest of the paper is structured in order. Section2 shows the related work of this study. Section 3 represents the material and methods. Section 4 illustrates the results and discussion of blended learning mode. Finally, we conclude our research study in Section 5.


## 2. Related Work

Keeping the importance of digital education in consideration, the United States (US) proposes the creation of a “national information infrastructure”[12]. The education sector has realized the digitalization of the educational environment, educational material, and educational management with the help of personal computers and the Internet. To promote digital libraries in cities and schools, US launched the “Digital Library Initiative Project” and the “National Digital Library Project.” With the help of Internet distribution channels, the digital publishing trade has sprung up, which changes the concept of the conventional publishing industry [18].


### 2.1. MOOC Platform Architecture

The birth of MOOC has lighted the bonfire of information education. With the help of Informatization, the teaching mode easily extends the knowledge of learners, which sort out the limitations of teaching time and space, and the advantages of individualized teaching methods are favored by many educators, but, at the same time, it also leads to many front-line educators misinterpreting informatization teaching. In order to emphasize informatization, they use the concept of dazzling IT to present teaching knowledge [19]. Some teachers have not carefully selected and organized teaching network information resources. So, classroom teaching is turned into a pile of videos, animations, and pictures which is flashy and unrealistic. Ignoring the essence of teaching is unsystematic teaching method, which naturally arouses the thinking and reflection of many educators and workers. On the one hand, the rigorous teaching process of the traditional teaching model and the emotional communication between teachers and students conveyed by face-to-face communication is necessary. MOOC platform has obvious advantages comparing it with traditional methods [20], consisting of (i) breaking space and time constraints through information platform, (ii) online platforms that enhance autonomy of learning, and (iii) optimizing the use of fragmented time, due to the use of mobile terminal as media. Figure 1 bellow describes MOOC architecture.Figure 1
MOOC design flowchart.


### 2.2. Blended Learning Method

In the education sector, blended teaching method has appeared as a new teaching mode, which has been developed from the propagation of information technology. Nowadays, we are living in an exciting era of blended learning. Technology is continually changing, and an increasing number of organizations and private educational institutions are recognizing the advantages of blended learning strategies. Cooney and Laughlin proposed the blended teaching method in a study of preschool children’s education in 2000 and found that it helps in the development of educational and learning skills. Teachers may completely accomplish their responsibilities of guiding, enlightening, and monitoring the educational process in blended teaching mode. The combination of the two teaching modes which consists of offline (face-to-face, traditional learning) and online learning produce “Blending learning” [21]. Browne believes that blended learning is a combination of face-to-face learning and the advantages of online learning. It is the exchange and feedback of learning information between learners and teachers at the same time [22]. At the 7th Global Chinese Computer Education Application Conference in 2003, Enfield explained the concept of blended learning for the first time, which provides an opportunity for the domestic scholars to study blended learning [23]. Blended teaching is not limited to the combination of “online + offline” teaching methods, but it is based on students’ actual conditions and teaching goals, choosing appropriate teaching methods, integrating effective teaching resources, and achieving the most efficient teaching process. In its essence, it contains many teaching theories and methods, such as constructivism and relevance [24]. It is a mixture of traditional teaching and online learning, which consists of “teacher-centered” and “student-centered” teaching models. Figure 2 shows the basic framework of blended English learning based on computer informatization.Figure 2
Basic framework of blended English learning based on computer informatization.


## 2.1. MOOC Platform Architecture

The birth of MOOC has lighted the bonfire of information education. With the help of Informatization, the teaching mode easily extends the knowledge of learners, which sort out the limitations of teaching time and space, and the advantages of individualized teaching methods are favored by many educators, but, at the same time, it also leads to many front-line educators misinterpreting informatization teaching. In order to emphasize informatization, they use the concept of dazzling IT to present teaching knowledge [19]. Some teachers have not carefully selected and organized teaching network information resources. So, classroom teaching is turned into a pile of videos, animations, and pictures which is flashy and unrealistic. Ignoring the essence of teaching is unsystematic teaching method, which naturally arouses the thinking and reflection of many educators and workers. On the one hand, the rigorous teaching process of the traditional teaching model and the emotional communication between teachers and students conveyed by face-to-face communication is necessary. MOOC platform has obvious advantages comparing it with traditional methods [20], consisting of (i) breaking space and time constraints through information platform, (ii) online platforms that enhance autonomy of learning, and (iii) optimizing the use of fragmented time, due to the use of mobile terminal as media. Figure 1 bellow describes MOOC architecture.Figure 1
MOOC design flowchart.


## 2.2. Blended Learning Method

In the education sector, blended teaching method has appeared as a new teaching mode, which has been developed from the propagation of information technology. Nowadays, we are living in an exciting era of blended learning. Technology is continually changing, and an increasing number of organizations and private educational institutions are recognizing the advantages of blended learning strategies. Cooney and Laughlin proposed the blended teaching method in a study of preschool children’s education in 2000 and found that it helps in the development of educational and learning skills. Teachers may completely accomplish their responsibilities of guiding, enlightening, and monitoring the educational process in blended teaching mode. The combination of the two teaching modes which consists of offline (face-to-face, traditional learning) and online learning produce “Blending learning” [21]. Browne believes that blended learning is a combination of face-to-face learning and the advantages of online learning. It is the exchange and feedback of learning information between learners and teachers at the same time [22]. At the 7th Global Chinese Computer Education Application Conference in 2003, Enfield explained the concept of blended learning for the first time, which provides an opportunity for the domestic scholars to study blended learning [23]. Blended teaching is not limited to the combination of “online + offline” teaching methods, but it is based on students’ actual conditions and teaching goals, choosing appropriate teaching methods, integrating effective teaching resources, and achieving the most efficient teaching process. In its essence, it contains many teaching theories and methods, such as constructivism and relevance [24]. It is a mixture of traditional teaching and online learning, which consists of “teacher-centered” and “student-centered” teaching models. Figure 2 shows the basic framework of blended English learning based on computer informatization.Figure 2
Basic framework of blended English learning based on computer informatization.


## 3. Materials and Methods

This section describes the material used for the experimental purpose and the methods followed for the conduction of experiments.


### 3.1. Structure of Research Design

In order to design a research model or architecture, the first and primary step is to collect problem-related data for the experimental analysis. In this study, the research data is collected from 112 students of the department of computer science of a higher vocational college. The course of study is “Professional English,” and the selected textbook is “Computer Professional English” (Third Edition) edited by Sun Jianzhong and Bai Fengxian and published by China Water Resources and Hydropower Press. I conducted a B-level test of English Proficiency which consists of vocabulary, grammar, reading comprehension, and translation to test the proficiency of the two classes. After the conduction of experiments, the average scores of the two classes were 37.3 points and 38.05 points, respectively. Through the SPSS 22.0 independent sample test,T value was 0.952 (p>0.05), which indicates that there was no significant difference in English ability between these two classes. In addition, the investigation duration was eight weeks, and the teacher was the same for both classes. Class 1 consists of 55 students who still use the traditional teaching model, which mainly follows classroom-based teaching mode, and Class 2 consists of 47 students who use a mixed teaching model. Class 1 is the control group and Class 2 is the experimental group.


### 3.2. Investigation Process

#### 3.2.1. Process of Blended Teaching Mode

The experimental group adopts a mixed teaching model of classroom face-to-face teaching and networked learning, which is different from the traditional classroom face-to-face teaching model of the control group. The experimental group consists of three stages: pre-class preparation, classroom face-to-face summary and reflection, and after-class development. The following examples are taken from Chapter 1 of the “Computer Professional English” book.(1)
Preparation before class: before the class, the teacher will send the related questions involved in the article to the students through Cloud Classroom and the QQ group. For example, the list of questions below will be sent to students.(i)
Make a list of some great persons in the field of computer science and what are their main contributions?(ii)
Who is your idol in the field of computer science?(iii)
What is the reason to design the machine called computer?(iv)
What is the time for computer to develop rapidly?(v)
What are the differences among different computer generations?At the same time, teachers provide to students some online resources, such as Chinese University MOOC, NetEase Open Class, and so on. The 47 students of experimental group were divided into 7 groups, and each group selected a leader to organize and distribute group tasks. According to the tasks assigned by the teacher, students find out the corresponding resources, share and discuss in groups, complete the learning tasks in turn, and form the discussion results in the form of PPT, which is convenient for exchange and discussion in class. During this process, difficult questions can be reported to the teacher through the QQ group.(2)
In-class summary: the whole process consists of five parts, which include question feedback, team interaction, teacher-student interaction, summary and reflection, and homework assignment. On the basis of the student’s preparation and the presentation of the group PPT report in the classroom, the teacher can recognize the students’ understanding of the text by asking questions about the important and difficult points and the theme of the text. For the problems between the groups first, let the groups discuss and supplement, and then the teachers mainly solve the problems that they cannot solve independently in the classroom. Finally, the teacher will summarize the knowledge points of this unit, the main content, and important and difficult points.(3)
Offline expansion after-class: classify the knowledge learned in the lesson including the main problems of the text, important and difficult points, sentence patterns, and translation. Finally, upload it to the group in text form for the whole class to review. Offline display of homework is also required for checking students’ difficulty mastering.The mixed English learning model based on computer informatization is shown below in Figure3.Figure 3
The mixed English learning model based on computer informatization.


#### 3.2.2. Survey Tools

Through the questionnaire survey, the effects of the traditional teaching model and the mixed teaching model were compared. The design of the questionnaire is mainly based on the “blended learning questionnaire” designed by Qiao Huijuan with reference to Keller’s Course Interest Survey (CIS) [25]. The questionnaire consists of 12 questions, which are classified according to the four dimensions of Keller’s ARCS model which consists of attention, relevance, confidence, and satisfaction. In addition, the questionnaire uses a five-level scoring system for the content of these four dimensions which consists of strongly disagree, disagree, general, agree, and strongly agree. The point’s value indicates the scoring rate such as 1 point, 2 points, 3 points, 4 points, and 5 points; the higher the score value is, the better the teaching effect will be.


#### 3.2.3. Analysis of Survey Results

Individually, 55 and 47 questionnaires were distributed to the two classes, and 96 valid questionnaires were received (47 for the control class and 49 for the experimental class). The experimental group’s average values from the four dimensions are 11.45, 11.98, 11.55, 11.57, and 46.47, which are higher than the control group’s average values (8.49, 7.16, 8.86, 7.45, and 30.12). In addition, through SPSS 22.0 independent sample test analysis, thepvalue of the total score of the two groups after the experiment is 03 (<0.05), which indicates that there is a significant difference in the teaching effect between the experimental group and the control group. This indicates that the effect of the mixed teaching model in the experimental group is better than the traditional teaching model of the control group. At the micro-level experimental results, the independent sample results show that there are significant differences between the two groups in the three dimensions of focus, relevance, and satisfaction in the effect of blended teaching and traditional teaching. From the perspective of confidence, the independent sample result value of pbetween the two groups is 0.340, which is greater than 0.05. After the evaluation of the two teaching modes, the experimental group and the control group in English, there was no significant difference in confidence in language learning (see Table 1). The reason is due to the weak English foundation of vocational students, lack of self-confidence in English learning, and failure to objectively evaluate their own strengths in English.Table 1
The results of the investigation of the effect of the two groups of teaching modes (mean) and independent sample test results(sig.value).
groupEffectFocus (A)Relationship (R)Confidence (C)Satisfaction (S)Total scoreTest group11.4511.9811.5511.5746.47Control group8.497.168.867.4530.12Experimental group-control group1340340303In short, the results in Table1 indicate that the blended teaching model can stimulate students’ passion for professional English learning and desire to explore knowledge. This can promote communication between teachers and students through the mode of teacher-student face-to-face discussion and online discussion. Blended teaching model guides more effectively students’ self-learning abilities in various aspects such as collecting and consulting data, processing information resources, expanding their professional knowledge, innovation ability, and enhancing the awareness of teamwork learning. Teachers’ roles have shifted from “decision-maker and authority” to “cooperator, guide, and helper” in the mixed teaching method and against the backdrop of information education. In addition, the teaching technique has shifted from indoctrination to interaction between the teacher and the students. From the restricted time and space of classroom education to the face-to-face communication style of “evaluating all the time and assessing everywhere,” such as “online and offline,” the manner of communication between teachers and students has evolved. From the perspective of students, the overall characteristics of the post-95 s generation are super-self-confidence, strong personality, hope to be respected by others, and care about fairness. They are the generation who do not read manuals and are also the aboriginals of the Internet and mobile phone era. The blended teaching of network resources and classroom face-to-face instruction can enable them to use and integrate network information resources in their familiar network world, highlight the main role of learning, show their own personality, and enhance their sustainable learning ability.


## 3.1. Structure of Research Design

In order to design a research model or architecture, the first and primary step is to collect problem-related data for the experimental analysis. In this study, the research data is collected from 112 students of the department of computer science of a higher vocational college. The course of study is “Professional English,” and the selected textbook is “Computer Professional English” (Third Edition) edited by Sun Jianzhong and Bai Fengxian and published by China Water Resources and Hydropower Press. I conducted a B-level test of English Proficiency which consists of vocabulary, grammar, reading comprehension, and translation to test the proficiency of the two classes. After the conduction of experiments, the average scores of the two classes were 37.3 points and 38.05 points, respectively. Through the SPSS 22.0 independent sample test,T value was 0.952 (p>0.05), which indicates that there was no significant difference in English ability between these two classes. In addition, the investigation duration was eight weeks, and the teacher was the same for both classes. Class 1 consists of 55 students who still use the traditional teaching model, which mainly follows classroom-based teaching mode, and Class 2 consists of 47 students who use a mixed teaching model. Class 1 is the control group and Class 2 is the experimental group.


## 3.2. Investigation Process

### 3.2.1. Process of Blended Teaching Mode

The experimental group adopts a mixed teaching model of classroom face-to-face teaching and networked learning, which is different from the traditional classroom face-to-face teaching model of the control group. The experimental group consists of three stages: pre-class preparation, classroom face-to-face summary and reflection, and after-class development. The following examples are taken from Chapter 1 of the “Computer Professional English” book.(1)
Preparation before class: before the class, the teacher will send the related questions involved in the article to the students through Cloud Classroom and the QQ group. For example, the list of questions below will be sent to students.(i)
Make a list of some great persons in the field of computer science and what are their main contributions?(ii)
Who is your idol in the field of computer science?(iii)
What is the reason to design the machine called computer?(iv)
What is the time for computer to develop rapidly?(v)
What are the differences among different computer generations?At the same time, teachers provide to students some online resources, such as Chinese University MOOC, NetEase Open Class, and so on. The 47 students of experimental group were divided into 7 groups, and each group selected a leader to organize and distribute group tasks. According to the tasks assigned by the teacher, students find out the corresponding resources, share and discuss in groups, complete the learning tasks in turn, and form the discussion results in the form of PPT, which is convenient for exchange and discussion in class. During this process, difficult questions can be reported to the teacher through the QQ group.(2)
In-class summary: the whole process consists of five parts, which include question feedback, team interaction, teacher-student interaction, summary and reflection, and homework assignment. On the basis of the student’s preparation and the presentation of the group PPT report in the classroom, the teacher can recognize the students’ understanding of the text by asking questions about the important and difficult points and the theme of the text. For the problems between the groups first, let the groups discuss and supplement, and then the teachers mainly solve the problems that they cannot solve independently in the classroom. Finally, the teacher will summarize the knowledge points of this unit, the main content, and important and difficult points.(3)
Offline expansion after-class: classify the knowledge learned in the lesson including the main problems of the text, important and difficult points, sentence patterns, and translation. Finally, upload it to the group in text form for the whole class to review. Offline display of homework is also required for checking students’ difficulty mastering.The mixed English learning model based on computer informatization is shown below in Figure3.Figure 3
The mixed English learning model based on computer informatization.


### 3.2.2. Survey Tools

Through the questionnaire survey, the effects of the traditional teaching model and the mixed teaching model were compared. The design of the questionnaire is mainly based on the “blended learning questionnaire” designed by Qiao Huijuan with reference to Keller’s Course Interest Survey (CIS) [25]. The questionnaire consists of 12 questions, which are classified according to the four dimensions of Keller’s ARCS model which consists of attention, relevance, confidence, and satisfaction. In addition, the questionnaire uses a five-level scoring system for the content of these four dimensions which consists of strongly disagree, disagree, general, agree, and strongly agree. The point’s value indicates the scoring rate such as 1 point, 2 points, 3 points, 4 points, and 5 points; the higher the score value is, the better the teaching effect will be.


### 3.2.3. Analysis of Survey Results

Individually, 55 and 47 questionnaires were distributed to the two classes, and 96 valid questionnaires were received (47 for the control class and 49 for the experimental class). The experimental group’s average values from the four dimensions are 11.45, 11.98, 11.55, 11.57, and 46.47, which are higher than the control group’s average values (8.49, 7.16, 8.86, 7.45, and 30.12). In addition, through SPSS 22.0 independent sample test analysis, thepvalue of the total score of the two groups after the experiment is 03 (<0.05), which indicates that there is a significant difference in the teaching effect between the experimental group and the control group. This indicates that the effect of the mixed teaching model in the experimental group is better than the traditional teaching model of the control group. At the micro-level experimental results, the independent sample results show that there are significant differences between the two groups in the three dimensions of focus, relevance, and satisfaction in the effect of blended teaching and traditional teaching. From the perspective of confidence, the independent sample result value of pbetween the two groups is 0.340, which is greater than 0.05. After the evaluation of the two teaching modes, the experimental group and the control group in English, there was no significant difference in confidence in language learning (see Table 1). The reason is due to the weak English foundation of vocational students, lack of self-confidence in English learning, and failure to objectively evaluate their own strengths in English.Table 1
The results of the investigation of the effect of the two groups of teaching modes (mean) and independent sample test results(sig.value).
groupEffectFocus (A)Relationship (R)Confidence (C)Satisfaction (S)Total scoreTest group11.4511.9811.5511.5746.47Control group8.497.168.867.4530.12Experimental group-control group1340340303In short, the results in Table1 indicate that the blended teaching model can stimulate students’ passion for professional English learning and desire to explore knowledge. This can promote communication between teachers and students through the mode of teacher-student face-to-face discussion and online discussion. Blended teaching model guides more effectively students’ self-learning abilities in various aspects such as collecting and consulting data, processing information resources, expanding their professional knowledge, innovation ability, and enhancing the awareness of teamwork learning. Teachers’ roles have shifted from “decision-maker and authority” to “cooperator, guide, and helper” in the mixed teaching method and against the backdrop of information education. In addition, the teaching technique has shifted from indoctrination to interaction between the teacher and the students. From the restricted time and space of classroom education to the face-to-face communication style of “evaluating all the time and assessing everywhere,” such as “online and offline,” the manner of communication between teachers and students has evolved. From the perspective of students, the overall characteristics of the post-95 s generation are super-self-confidence, strong personality, hope to be respected by others, and care about fairness. They are the generation who do not read manuals and are also the aboriginals of the Internet and mobile phone era. The blended teaching of network resources and classroom face-to-face instruction can enable them to use and integrate network information resources in their familiar network world, highlight the main role of learning, show their own personality, and enhance their sustainable learning ability.


## 3.2.1. Process of Blended Teaching Mode

The experimental group adopts a mixed teaching model of classroom face-to-face teaching and networked learning, which is different from the traditional classroom face-to-face teaching model of the control group. The experimental group consists of three stages: pre-class preparation, classroom face-to-face summary and reflection, and after-class development. The following examples are taken from Chapter 1 of the “Computer Professional English” book.(1)
Preparation before class: before the class, the teacher will send the related questions involved in the article to the students through Cloud Classroom and the QQ group. For example, the list of questions below will be sent to students.(i)
Make a list of some great persons in the field of computer science and what are their main contributions?(ii)
Who is your idol in the field of computer science?(iii)
What is the reason to design the machine called computer?(iv)
What is the time for computer to develop rapidly?(v)
What are the differences among different computer generations?At the same time, teachers provide to students some online resources, such as Chinese University MOOC, NetEase Open Class, and so on. The 47 students of experimental group were divided into 7 groups, and each group selected a leader to organize and distribute group tasks. According to the tasks assigned by the teacher, students find out the corresponding resources, share and discuss in groups, complete the learning tasks in turn, and form the discussion results in the form of PPT, which is convenient for exchange and discussion in class. During this process, difficult questions can be reported to the teacher through the QQ group.(2)
In-class summary: the whole process consists of five parts, which include question feedback, team interaction, teacher-student interaction, summary and reflection, and homework assignment. On the basis of the student’s preparation and the presentation of the group PPT report in the classroom, the teacher can recognize the students’ understanding of the text by asking questions about the important and difficult points and the theme of the text. For the problems between the groups first, let the groups discuss and supplement, and then the teachers mainly solve the problems that they cannot solve independently in the classroom. Finally, the teacher will summarize the knowledge points of this unit, the main content, and important and difficult points.(3)
Offline expansion after-class: classify the knowledge learned in the lesson including the main problems of the text, important and difficult points, sentence patterns, and translation. Finally, upload it to the group in text form for the whole class to review. Offline display of homework is also required for checking students’ difficulty mastering.The mixed English learning model based on computer informatization is shown below in Figure3.Figure 3
The mixed English learning model based on computer informatization.


## 3.2.2. Survey Tools

Through the questionnaire survey, the effects of the traditional teaching model and the mixed teaching model were compared. The design of the questionnaire is mainly based on the “blended learning questionnaire” designed by Qiao Huijuan with reference to Keller’s Course Interest Survey (CIS) [25]. The questionnaire consists of 12 questions, which are classified according to the four dimensions of Keller’s ARCS model which consists of attention, relevance, confidence, and satisfaction. In addition, the questionnaire uses a five-level scoring system for the content of these four dimensions which consists of strongly disagree, disagree, general, agree, and strongly agree. The point’s value indicates the scoring rate such as 1 point, 2 points, 3 points, 4 points, and 5 points; the higher the score value is, the better the teaching effect will be.


## 3.2.3. Analysis of Survey Results

Individually, 55 and 47 questionnaires were distributed to the two classes, and 96 valid questionnaires were received (47 for the control class and 49 for the experimental class). The experimental group’s average values from the four dimensions are 11.45, 11.98, 11.55, 11.57, and 46.47, which are higher than the control group’s average values (8.49, 7.16, 8.86, 7.45, and 30.12). In addition, through SPSS 22.0 independent sample test analysis, thepvalue of the total score of the two groups after the experiment is 03 (<0.05), which indicates that there is a significant difference in the teaching effect between the experimental group and the control group. This indicates that the effect of the mixed teaching model in the experimental group is better than the traditional teaching model of the control group. At the micro-level experimental results, the independent sample results show that there are significant differences between the two groups in the three dimensions of focus, relevance, and satisfaction in the effect of blended teaching and traditional teaching. From the perspective of confidence, the independent sample result value of pbetween the two groups is 0.340, which is greater than 0.05. After the evaluation of the two teaching modes, the experimental group and the control group in English, there was no significant difference in confidence in language learning (see Table 1). The reason is due to the weak English foundation of vocational students, lack of self-confidence in English learning, and failure to objectively evaluate their own strengths in English.Table 1
The results of the investigation of the effect of the two groups of teaching modes (mean) and independent sample test results(sig.value).
groupEffectFocus (A)Relationship (R)Confidence (C)Satisfaction (S)Total scoreTest group11.4511.9811.5511.5746.47Control group8.497.168.867.4530.12Experimental group-control group1340340303In short, the results in Table1 indicate that the blended teaching model can stimulate students’ passion for professional English learning and desire to explore knowledge. This can promote communication between teachers and students through the mode of teacher-student face-to-face discussion and online discussion. Blended teaching model guides more effectively students’ self-learning abilities in various aspects such as collecting and consulting data, processing information resources, expanding their professional knowledge, innovation ability, and enhancing the awareness of teamwork learning. Teachers’ roles have shifted from “decision-maker and authority” to “cooperator, guide, and helper” in the mixed teaching method and against the backdrop of information education. In addition, the teaching technique has shifted from indoctrination to interaction between the teacher and the students. From the restricted time and space of classroom education to the face-to-face communication style of “evaluating all the time and assessing everywhere,” such as “online and offline,” the manner of communication between teachers and students has evolved. From the perspective of students, the overall characteristics of the post-95 s generation are super-self-confidence, strong personality, hope to be respected by others, and care about fairness. They are the generation who do not read manuals and are also the aboriginals of the Internet and mobile phone era. The blended teaching of network resources and classroom face-to-face instruction can enable them to use and integrate network information resources in their familiar network world, highlight the main role of learning, show their own personality, and enhance their sustainable learning ability.


## 4. Results and Discussion

This section represents the experimental results carried out via the conduction of different experiments and compares the results attained via those experiments. The following subsections discuss the research design and the analysis of the experimental results.


### 4.1. Research Design

The subjects of this study were selected from the students in two classes of English majors in a local undergraduate college. The numbers of students were 47 and 49, respectively. The students chose their compulsory course “Comprehensive English” and conducted 16-week blended teaching based on the inquiry community system. After the course assigning, I designed a “blended learning survey questionnaire” based on the actual teaching situation and referred to Keller’s Course Interest Survey (CIS) and conducted a questionnaire survey on students. The questionnaire has a total of 12 questions, which are classified according to the four dimensions of the Keller ARCS model, which comprises attention, relevance, confidence, and Satisfaction. In order to ensure the validity of the data before asking students to answer the questionnaire, the purpose of the survey was explained to them. After collecting the questionnaire, the analysis of questionnaire data was carried out. At the same time, I randomly selected 6 students to enter conducted in-depth interviews to understand their evaluation of the blended learning model.


### 4.2. Research Results and Analysis

In this step of the research study, we distributed 55 and 47 questionnaires in two classes and actually received 96 valid questionnaires. After sorting out the original data using SPSS data analysis software, we obtained different analysis results, as illustrated in Table2. According to the two-way attitude formula, aj represents the value of each grade, nij represents the number of people who have reached level j for ith question, and “n” represents the overall number of people. The Fi value is obtained after the calculation of analysis results, as shown in Table 2.Table 2
English blended learning questionnaire.
dimensionSample sizeVery satisfied + 2Agree  + 1Generally 0Disagree − 1Very dissatisfied − 2Fi valueFocus onA(A1) I am curious about the content of this course303318200.55(A2) The tasks set by the teacher can arouse my interest313217200.56(A3) The learning results shared by the students in the class are particularly attractive333016300.56Association (R)(R1) This model allows me to learn to self-manage learning space and time353312110.61(R2) Students actively collaborate and conduct cooperative learning in this mode352615420.53(R3) What I learned from this course is very useful to me35369100.64Confidence (C)(C1) I found my own shortcomings and advantages in completing the learning task313217200.56(C2) I got encouragement from the evaluation of learning effect333216100.59(C3) Whether you can complete the learning task and learn this course well, the key lies in yourself333315100.59Satisfaction (S)(S1) I feel satisfied when sharing the results and links with everyone333017200.57(S2) The learning process of this mode makes me very interested in learning323117210.55(S3) The evaluation method of this course makes me very satisfied393110110.64From the perspective of Fi value, students’ scores for 12 questions in the four dimensions of focus, relevance, confidence, and satisfaction are all greater than 0.5, which shows that they have a very high evaluation of the blended English learning model that is based on an inquiry club system. The degree of concentration on the course is high and the tasks fixed by the teacher and the learning results shared by the students in the class can stimulate their learning enthusiasm and interests. This learning mode allows them to learn, manage their learning space, and time. In this mode, students can actively collaborate and conduct cooperative learning and can get confidence in the learning of the curriculum. In addition, they found their own strengths and weaknesses in completing the learning tasks and got encouragement from the teachers’, in the process of learning effect evaluation. They were satisfied with the implementation of the course and the learning effect, and they were happy when they shared the learning results with everyone. This learning model is compatible with the MOOC, expanding its resources, and also sorting out the deficiencies in the traditional classrooms. The main resource of MOOC courses is video resources. This mode also introduces resources such as text, courseware, pictures, and network links. Flipped classroom overemphasizes the “student-centered” modes, and this model not only emphasizes the subjectivity of students, but also highlights the guiding role of teachers inside and outside the classroom.In response to question, 1 many students are in favor of this blended learning model, believing that this model helps to collect background knowledge of the text and cultivate their sense of cooperation. Students said that they have gradually adapted to this new model. In order to complete the learning task, they proactively explore the problem because the learning purpose is stronger, and the learning is more active. This model can enhance the awareness of teamwork and at the same time increase the interest in learning. It is worth mentioning that some students with poor scores in previous exams can also participate in activities and perform well in the learning process. This kind of inquiry activities enhances their self-confidence in learning and their future learning and growth, which has a positive impact.In response to question 2, each student has a network login account, and they may be online at any time in the computer room of the school. All of the students have mobile phones; that is, 100% of students have mobile phones. Before the new teaching mode they used computers, mobile QQ, and WeChat to keep in touch with family and friends. After the implementation of the new learning mode, the students need to learn the use of computers and mobile phones for education purposes. They believe that the IT has a promising effect on English learning, which is mainly reflected in the collection of information, raising questions, conducting discussions, and collecting opinions in teaching activities. In terms of mobile phone functions, the frequency of using mobile QQ or WeChat group chats has increased significantly because background materials related to the topic of discussion are provided in the group communication. According to the teaching arrangement, students choose from content share in the group they are interested in to read it and can correct each other’s mistakes. The appropriate ways of discussion are group evaluation and group chats. In terms of computer functions, they search for information through network resources, filter necessary information, and strengthen mutual cooperation and communication. In this way, they broaden their horizons and ways of thinking. In response to question 3, most students expressed that they would like to continue to use the blended English learning model, but if there is no teacher supervision they may do less work. This shows that some students still have difficulty in overcoming the impact of test-oriented education and are unable to completely change their passive learning habits and their motivation for learning is not strong. These factors make it difficult for them to truly improve their independent learning ability in short term. The English blended learning model proposed in this study will assist the students in improving their skill and abilities and will help them in getting higher grades.


## 4.1. Research Design

The subjects of this study were selected from the students in two classes of English majors in a local undergraduate college. The numbers of students were 47 and 49, respectively. The students chose their compulsory course “Comprehensive English” and conducted 16-week blended teaching based on the inquiry community system. After the course assigning, I designed a “blended learning survey questionnaire” based on the actual teaching situation and referred to Keller’s Course Interest Survey (CIS) and conducted a questionnaire survey on students. The questionnaire has a total of 12 questions, which are classified according to the four dimensions of the Keller ARCS model, which comprises attention, relevance, confidence, and Satisfaction. In order to ensure the validity of the data before asking students to answer the questionnaire, the purpose of the survey was explained to them. After collecting the questionnaire, the analysis of questionnaire data was carried out. At the same time, I randomly selected 6 students to enter conducted in-depth interviews to understand their evaluation of the blended learning model.


## 4.2. Research Results and Analysis

In this step of the research study, we distributed 55 and 47 questionnaires in two classes and actually received 96 valid questionnaires. After sorting out the original data using SPSS data analysis software, we obtained different analysis results, as illustrated in Table2. According to the two-way attitude formula, aj represents the value of each grade, nij represents the number of people who have reached level j for ith question, and “n” represents the overall number of people. The Fi value is obtained after the calculation of analysis results, as shown in Table 2.Table 2
English blended learning questionnaire.
dimensionSample sizeVery satisfied + 2Agree  + 1Generally 0Disagree − 1Very dissatisfied − 2Fi valueFocus onA(A1) I am curious about the content of this course303318200.55(A2) The tasks set by the teacher can arouse my interest313217200.56(A3) The learning results shared by the students in the class are particularly attractive333016300.56Association (R)(R1) This model allows me to learn to self-manage learning space and time353312110.61(R2) Students actively collaborate and conduct cooperative learning in this mode352615420.53(R3) What I learned from this course is very useful to me35369100.64Confidence (C)(C1) I found my own shortcomings and advantages in completing the learning task313217200.56(C2) I got encouragement from the evaluation of learning effect333216100.59(C3) Whether you can complete the learning task and learn this course well, the key lies in yourself333315100.59Satisfaction (S)(S1) I feel satisfied when sharing the results and links with everyone333017200.57(S2) The learning process of this mode makes me very interested in learning323117210.55(S3) The evaluation method of this course makes me very satisfied393110110.64From the perspective of Fi value, students’ scores for 12 questions in the four dimensions of focus, relevance, confidence, and satisfaction are all greater than 0.5, which shows that they have a very high evaluation of the blended English learning model that is based on an inquiry club system. The degree of concentration on the course is high and the tasks fixed by the teacher and the learning results shared by the students in the class can stimulate their learning enthusiasm and interests. This learning mode allows them to learn, manage their learning space, and time. In this mode, students can actively collaborate and conduct cooperative learning and can get confidence in the learning of the curriculum. In addition, they found their own strengths and weaknesses in completing the learning tasks and got encouragement from the teachers’, in the process of learning effect evaluation. They were satisfied with the implementation of the course and the learning effect, and they were happy when they shared the learning results with everyone. This learning model is compatible with the MOOC, expanding its resources, and also sorting out the deficiencies in the traditional classrooms. The main resource of MOOC courses is video resources. This mode also introduces resources such as text, courseware, pictures, and network links. Flipped classroom overemphasizes the “student-centered” modes, and this model not only emphasizes the subjectivity of students, but also highlights the guiding role of teachers inside and outside the classroom.In response to question, 1 many students are in favor of this blended learning model, believing that this model helps to collect background knowledge of the text and cultivate their sense of cooperation. Students said that they have gradually adapted to this new model. In order to complete the learning task, they proactively explore the problem because the learning purpose is stronger, and the learning is more active. This model can enhance the awareness of teamwork and at the same time increase the interest in learning. It is worth mentioning that some students with poor scores in previous exams can also participate in activities and perform well in the learning process. This kind of inquiry activities enhances their self-confidence in learning and their future learning and growth, which has a positive impact.In response to question 2, each student has a network login account, and they may be online at any time in the computer room of the school. All of the students have mobile phones; that is, 100% of students have mobile phones. Before the new teaching mode they used computers, mobile QQ, and WeChat to keep in touch with family and friends. After the implementation of the new learning mode, the students need to learn the use of computers and mobile phones for education purposes. They believe that the IT has a promising effect on English learning, which is mainly reflected in the collection of information, raising questions, conducting discussions, and collecting opinions in teaching activities. In terms of mobile phone functions, the frequency of using mobile QQ or WeChat group chats has increased significantly because background materials related to the topic of discussion are provided in the group communication. According to the teaching arrangement, students choose from content share in the group they are interested in to read it and can correct each other’s mistakes. The appropriate ways of discussion are group evaluation and group chats. In terms of computer functions, they search for information through network resources, filter necessary information, and strengthen mutual cooperation and communication. In this way, they broaden their horizons and ways of thinking. In response to question 3, most students expressed that they would like to continue to use the blended English learning model, but if there is no teacher supervision they may do less work. This shows that some students still have difficulty in overcoming the impact of test-oriented education and are unable to completely change their passive learning habits and their motivation for learning is not strong. These factors make it difficult for them to truly improve their independent learning ability in short term. The English blended learning model proposed in this study will assist the students in improving their skill and abilities and will help them in getting higher grades.


## 5. Conclusion

This paper constructs a mixed English learning model based on the inquiry club system, which combines traditional classroom teaching and network-based teaching. This research work realizes the complementary advantages of the two mentioned teaching models and expands the space and time for students to learn independently. The most noticeable characteristic of the proposed English blended teaching approach is that it combines the benefits of online and classroom teaching, allowing students’ dominating position to be fully utilized, teacher-student communication to be strengthened, and educational materials to be integrated. Using the mixed teaching model, not only teachers may assess the students’ performance, but also students can evaluate the teachers, resulting in a more comprehensive teaching evaluation system. Many schools and universities have begun to adopt the blended learning approach. MOOC is another teaching model, but it fails in replacing the traditional teaching process in an effective way. The English major’s impact can be maximized by combining the traditional classroom teaching and network-based teaching approaches. Personal interest, attitude, and curriculum design are the main factors used for determining the blended teaching outcome from the students’ perspective. Furthermore, the professional image of teachers, curriculum design, and the function of the teaching platform have a considerable impact on students’ enthusiasm and attitude that participates in blended learning. Teachers should modify their responsibilities, actively lead students to participate in the whole learning process, and boost their own driving force of self-conscious learning and self-development, according to this study. In this study, a questionnaire survey was conducted which comprises of two groups, that is, control and experimental groups. The corresponding results attained via the collected data show that students have a better evaluation of the model and higher teaching satisfaction. Network technology has brought new opportunities for the majority of educators. Under the influence of information technology, the blended learning model may fully mobilize students’ learning initiative, fostering active learning, autonomous learning, and cooperative learning. Finally, this paper puts the way forward to implement the English blended teaching model in the context of education informatization and then improve the quality of teaching and promote students’ comprehensive computer ability.



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*Source: 9246966-2022-05-21.xml*