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Critical Success Factors Influencing English Learning Outcomes in Blended Learning Environments

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Publicado en:Sage Open vol. 15, no. 1 (Jan 2025)
Autor principal: Li, Ming
Otros Autores: Yu, Zhonggen
Publicado:
SAGE PUBLICATIONS, INC.
Materias:
Academic achievement
Identity
College students
Self concept
Blended learning
Learning environment
Structural equation modeling
Polls & surveys
English as a second language learning
Attitudes
Popularity
Learning outcomes
Curriculum development
Learning
Success
Outcomes of Education
Educational Environment
Course Content
Structural Equation Models
English Learners
Acceso en línea:Citation/Abstract
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Resumen:As the years progress, blended learning has risen in popularity. In light of a lack of systematic research on the significant intertwined influence on English learners’ academic success, this empirical study attempted to reveal critical success factors of students’ English learning outcomes in the blended learning environment based on the extensive review of previous studies. This study developed a novel model to investigate and assess the key factors that affect students’ learning success. Accordingly, this study adopted a questionnaire survey as a research instrument. Based on the survey data from 1,478 university students in China, this study used structural equation modeling by AMOS (version 24.0) to analyze the survey data and validate the proposed model. The results of this study revealed that learner attitude, self-identity, and course design were the predominant factors for learners’ academic success. Besides, learning outcomes and self-identity could significantly impact learners’ learning intentions and behaviors.
ISSN:2158-2440
DOI:10.1177/21582440251320052
Fuente:Social Science Database