ISSN: 2226-6348
Open access
Chinese higher education innovates through technological advancement to meet various learning needs. Blended learning, an emerging teaching model, has filled many gaps in traditional teaching methods and is welcomed by a large number of teachers and students, occupying an increasingly important position in Chinese higher education. However, despite the significant importance of blended learning in Chinese college English education being widelycommitted, the system evaluations on it remain inadequate. In this paper, the researcher adopted the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)” framework to assess current studies. Based on four prominent journal databases (i.e., Science Direct, Scopus, Web of Science, and Taylor & Francis), a systematic keyword search has been conducted with the terms such as “blended learning,” “strategies,” “college English courses,” and “China higher education”. This study identified a total of 35 articles, primarily uncovered four key themes: cooperative-based learning, learning management systems, the integration of mobile apps, and technology-based learning. These themes shed light on various aspects of blended learning in the context of Chinese college English education. In conclusion, the researcher presented a set of recommendations at the end of the study, providing valuable insights for future research endeavors.
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(Dongying et al., 2024)
Dongying, S., Sazalli, N., & Miskam, N. N. (2024). Blended Learning Strategies of College English Learning in Chinese Higher Education: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 13(1), 509–526.
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