Chuane Qiu
School of Foreign Languages, YiBin University, YiBin, Sichuan Province, China.
PLoS One. 2025 Aug 12;20(8):e0330115. doi: 10.1371/journal.pone.0330115. eCollection 2025.
In China, secondary school students enrolled in vocational stream frequently have difficulties in mastering the English language. The mechanical traditional way of teaching and their lack of vocabulary toward the target language often demotivate them in learning. This quasi-experimental study aims to investigate the use of CoI-based blended learning approach to enhance students' Vocabulary Test Scores (VTS) and Vocabulary Learning Motivation (VLM) in Chinese secondary vocational English as a Foreign Language (EFL) classrooms. Explanatory sequential mixed methods approach was applied by this study. Using purposive sampling method, a total of 86 first-year students at a Technician College in Chongqing, China was allocated to an experimental group (n = 44) and a control group (n = 42). Instruments involving a researcher-developed vocabulary test and VLM questionnaire were used to gather quantitative data, whilst a semi-structured interview was used to gather qualitative data. Both the quantitative and qualitative findings revealed that CoI-based blended learning approach had the potential of enhancing students' VTS and VLM. Consequently, this research may provide other EFL practitioners with a CoI-based Blended Learning Conceptual Framework for enhancing students' VTS, VLM and insights into the potential of blended teaching supplements through the lens of the CoI framework.
在中国，就读职业类中学的学生在掌握英语方面常常遇到困难。传统机械的教学方式以及他们对目标语言词汇量的欠缺，常常使他们在学习中失去动力。这项准实验研究旨在探讨基于社区 of Inquiry（CoI）的混合学习方法，以提高中国中等职业学校外语（EFL）课堂中学生的词汇测试成绩（VTS）和词汇学习动机（VLM）。本研究采用了解释性序列混合方法。采用目的抽样法，将中国重庆一所技术学院的86名一年级学生分为实验组（n = 44）和对照组（n = 42）。使用由研究人员编制的词汇测试和VLM问卷收集定量数据，同时使用半结构化访谈收集定性数据。定量和定性研究结果均表明，基于CoI的混合学习方法有提高学生VTS和VLM的潜力。因此，本研究可为其他外语教师提供一个基于CoI的混合学习概念框架，以提高学生的VTS、VLM，并通过CoI框架深入了解混合教学补充材料的潜力。
