Exploring Factors of English Teachers’ Effective Teaching Behavior in Blended Learning Contexts

• 영문명: Exploring Factors of English Teachers’ Effective Teaching Behavior in Blended Learning Contexts
• 발행기관: 한국영어평가학회
• 저자명: Xiaohui Zhang Hyun-Ju Kim
• 간행물 정보: 『English Language Assessment』Vol.18 No.1, 39~61쪽, 전체 23쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2023.06.30

영문 초록

This study aims to investigate effective teaching behavior (ETB) for undergraduate students among college teachers in China and to analyze their perceptions of ETB that contribute to academic success. In this study, a questionnaire was used with 152 college students as participants, and data analysis was conducted using SPSS ver. 23, including t-test, ANOVA, and factor analysis. The results revealed that teachers’ perception of ETB in blended learning (BL) contexts consists of four dimensions: classroom teaching organization, online learning management, diversified assessment, and individualized instruction. Among these dimensions, classroom teaching organization was perceived as the most effective, followed by online management, while diversified assessment and individualized teaching were considered less effective in implementing ETB in teaching practice. Furthermore, the study identified two categories of factors affecting ETB: internal factors of teachers (beliefs, capacity, and motivations) and external factors (online platforms, institutional environment, and students’ performance). The research findings suggest that the online platform factor and environment factor have the highest correlation coefficient with ETB, while the teacher factor has the lowest. Based on the findings, the study proposes implications and suggestions, such as building online resources and enhancing the multifaceted roles of instructors in BL contexts, to optimize teaching practices in higher education and enhance students’ satisfaction and academic achievement.

목차

I. INTRODUCTION

II. THEORETICAL BACKGROUND

III. METHOD

IV. RESULTS

V. DISCUSSION AND CONCLUSION

REFERENCES

키워드

effective teaching behavior blended learning perceptions internal/external factors