Factors Influencing The Students’ English Learning Engagement In The Blended Teaching Mode:A Case Study

Based on grounded theory,the present research took four junior non-English majors from a maritime university as the participants by applying such methods as semi-structured interviews,online learning logs,and classroom observation to conduct a one-semester follow-up study,aiming to explore the influencing factors of the English learners’ learning engagement in the blended teaching mode.Results are as follows.Firstly,by a three-level analysis with NVivo 12.0,the results showed that the factors influencing students’ English learning engagement in the blended teaching mode could be divided into internal factors and external factors.The internal influencing factors included motivation,self-regulated learning,and learning anxiety.External influencing factors covered course design factor,teacher factor and peer factor.Secondly,in the blended teaching mode,the student’s individual internal factors impacted their English learning engagement to the greatest extent.Learners’ behavioral and emotional engagement was mainly influenced by their English learning motivation.Self-regulated learning affected students’ behavioral and cognitive engagement.Students with excellent self-regulation skills were good at planning their learning behaviors before class,performing self-reflection after class,and making timely adjustments to learning strategies to improve their learning engagement.Learners’ emotional as well as behavioral engagement in English learning was also influenced by their learning anxiety factor.Lastly,in the blended teaching mode,external factors,such as course design factor,teacher factor,and peer factor affected students’ English learning engagement to a decreasing degree.Among these,the course design factor had the greatest impact on students’ emotional engagement as well as behavioral engagement in their English learning.The next factor was the teacher factor,which affected students’ behavioral,emotional and cognitive engagement in English learning.Furthermore,the peer factor also exerted an impact on students’ behavioral and emotional engagement in English learning.Theoretically,this study provides empirical data and new perspectives for further research on learners’ English learning engagement in a blended teaching mode.Pedagogically,the research findings could help teachers to understand students’ English learning engagement in the blended teaching mode and adjust the teaching strategies timely to promote teaching effectiveness.