A Study On Students’ Satisfaction In College English Class In Blended Learning

In recent years,the emergence of the information age has had a significant impact on education,particularly due to the widespread adoption of the internet.The COVID-19 pandemic in 2020 further highlighted the need for effective online learning solutions.This study used a mixed method of qualitative and quantitative analysis,focusing on undergraduate students at a university in Jilin Province,China,using SPSS 22.0 and AMOS software in order to examine students’ satisfaction with learning in a blended learning environment and to analyse the factors affecting student satisfaction;focus interviews with individual teachers and students were conducted to supplement the quantitative data.Specifically,the study seeks to answer the following research questions: i)What is the level of satisfaction among university English students in a blended learning environment? ii)What are the factors that influence student learning satisfaction? iii)What is the correlation between students’ satisfaction and influencing factors? iv)How can students’ English learning satisfaction in blended learning environments be improved?The results of the questionnaire indicate that perceived quality significantly affects perceived value and learner satisfaction,which in turn affects students’ willingness to continue learning.The study also identified moderating variables such as grade level and nature of specialism that had a significant impact on learner satisfaction.In addition,students placed greater importance on perceived quality when evaluating the learning experience in blended classrooms.The data findings from the interviews indicated that both teachers and students were caught off guard by the sudden shift to a blended learning environment,such as veteran teachers being unfamiliar with online teaching methods,teachers lacking the right space to teach from home,students having limited Wi-Fi access,students lacking a quiet study space,the instability of the internet causing students to miss important content,a disconnect between online and offline knowledge making English classroom listening and speaking training difficult to carry out effectively,and immediate interaction between teachers and students is limited.In addition,resources shared by teachers may require students to switch between platforms,leading to inefficiencies and difficulties in concentration.In conclusion,effective English language teaching at university requires careful consideration of course content,course sessions,teaching methods,homework assignments,and resource integration.A suitable platform should also be chosen to integrate and share teaching resources,with attention paid to potential technical issues such as slow uploading and downloading.