Abstract:

Learning engagement is an important indicator to measure learning achievement and teaching effectiveness, however, not much attention has been paid to non-English major students’ learning engagement under the blended teaching mode. To this end, this article aims to examine their engagement with the course of “English for Academic Purposes” under the blended teaching mode by employing questionnaires and semi-structured interviews for data collection. It was found that students’ engagement consists of three dimensions including cognitive, affective and behavioral; their engagement on the cognitive, affective and behavioral dimensions are rank-ordered from high to low in terms of the strength; factors relating to students themselves, learning resources and settings, and classroom interpersonal relationship have a significant effect on their engagement. The above findings disclose the multi-faceted and interactive nature of ecological relationship between various factors, and could shed light on the application of blended foreign language teaching in China.

Key words: learning engagement, blended teaching mode, non-English major students, the course of “English for Academic Purposes”