Integrating blended learning with PBL in college English to foster student engagement / Zhao Xiaoyan

Blended learning has become a “new normal” in higher education, especially after the intrusion of Covid-19. However, students’ engagement (SE) at some universities in College English blended learning course is not high. College English is a compulsory subject in Chinese higher education, and English is an essential skill for students' future jobs. At the same time, student engagement is a predictor of performance and academic success. According to current literature, both Blended Learning (BL) and Problem- Based Learning (PBL) have the potential to foster students’ engagement. Based on the features and requirements of College English, this study aims to increase students’ engagement by integrating blended learning and PBL in College English. A quantitative method was utilised to identify the differences in students' behavioural engagement (BE), cognitive engagement (CE) and emotional engagement (EE) among different gender, ages, majors and English scores in College English and the levels of students' BE, CE and EE in the College English blended course in a private university in Guangdong, China. To generate 400 sample, a set of criteria and purposive sampling technique was used, an appropriate instrument was adapted to collect their feedback. Thereafter, this study analyses the results of a survey completed by two groups of respondents, with 49 participants undergoing BL integrating PBL in College English, while the 50 participants underwent BL without integrating PBL in this course. According to the data analyses with SPSS 26, the integration of BL and PBL significantly affects College English students' behavioural and cognitive engagement. Although it is not statistically significant on students' EE, the mean values of EE scores increased after the treatment. In addition, the thematic analysis procedure was utilised to analyse data gathered from the interview sessions and coded using Nvivo 12 plus. It was discovered that the use of face-to-face (FTF), the Learning Management System (LMS), and group work dedicate to fostering students' behavioural engagement. Real- life situational settings, the PBL process, and problem discussion contribute to students' cognitive engagement; the provision of interesting resources and material and group study can foster students' emotional engagement. Moreover, it was found that group study plays an important role in improving students' BE, CE and EE. More support and guidance are needed to enhance students’ inner drive to learn English. Findings in this study could be provided as implications for students, instructors, practices, Chinese Ministry of Higher Education and institutions, which adds to the body of prior research on effectiveness of integrating BL and PBL on SE, as well as supplying corresponding suggestions in the process of integrating BL and PBL in College English.