Driving Forces of Students' Learning Outcome of EFL Blended Learning in Sichuan, China
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Abstract
Purpose: The study investigates how students' learning outcomes in EFL (English as a Foreign Language) blended learning is affected by five independent variables: intrinsic motivation, self-efficacy, teacher behavior, behavioral engagement, and the quality of the e-learning system. Data, methodology, and research design: The study adopted Cronbach's Alpha in a pilot test (n=30) for the reliability test and the Index of Item-Objective Congruence (IOC) for the validity test. Multiple linear regression analysis was applied to confirm the substantial link between variables in 80 valid replies from SUMC (Sichuan University of Media and Communications). After that, 30 students participated in the strategic plan process outlining the precise steps of a 14-week intervention plan. Comparisons were made about the current and expected situations through paired-sample t-tests. Results: The study's multiple linear regression analysis showed that each of the five independent variables strongly impacted students' learning outcomes. Paired-sample t-test results suggested a substantial difference in learning outcomes between the current and expected situations. Conclusions: By examining five influential elements in the setting of private institutions in Sichuan, China, this study shed insight on how to effectively improve students' blended learning outcomes in EFL education.
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