Abstract:

Blended teaching is a hot topic in foreign language instruction, but there is little research and practical application of incorporating ideological and political education into blended academic English courses. This study demonstrates the design of a blended academic English writing course that integrates ideological and political education in terms of teaching objectives, teaching contents, and teaching methods, with typical cases to illustrate the points. The study also combines quantitative and qualitative research methods to validate the teaching effectiveness. The quantitative research utilizes questionnaires to gain insights into students' perspectives on blended teaching. It also conducts paired sample t-test to assess students' perceptions of their abilities and overall qualities before and after the course and performs one-way ANOVA on academic paper drafts at the initial, second, and final stages. Qualitative research uses the messages left on Canvas teaching system to further explain the quantitative results. It is found that students generally approve of blended teaching. They perceived that they have not only enhanced their skills for reading literature, writing research papers, and delivering academic presentations, but also developed their overall competence. Besides, the quality of the final paper is significantly better than that of the initial drafts. This study provides a methodology for integrating ideological and political education into blended teaching.

Key words: blended teaching, academic English writing, ideological and political education