Effect of blended teaching on college students' EFL acquisition

The research into the efficacy of blended EFL (English as a Foreign Language) teaching at the collegiate level holds significant importance for comprehending and implementing this novel pedagogical approach on a larger scale within universities. Within this domain, scholars have primarily concentrated on feedback mechanisms and quality assurance, while comparatively neglecting the advancement of college students' foreign language proficiency and the individual variances in the acceptance and rewards of blended teaching across distinct language proficiency groups. In light of this, leveraging micro-data from a provincial normal university's blended college English teaching, this study employs R 3.6.1 and R Studio to implement multiple linear regression and conditional quantile models so as to assess the impact of blended teaching on different language proficiency groups across four dimensions: listening, reading, writing, and overall language proficiency. To mitigate endogenous system risk, students admitted to the same major are selected as samples and their data undergoes additional screening, excluding learners who failed the CET4 exam or did not participate in the CET6 exam. After employing purposive sampling techniques, a valid sample of 676 learners is established, comprising 363 learners in the experimental group for blended teaching intervention and 313 learners in the control group receiving traditional teaching. The study results indicates that the samples had random characteristics. The study findings suggest the following: (1) Blended teaching has a significant positive impact on enhancing the efficiency of English acquisition. (2) The effectiveness of blended teaching in improving learners' reading, listening, and writing skills follows a sequential decrease, exhibiting a downward trend as students' language ability increases. This indicates that blended teaching facilitates the acquisition of foundational language knowledge, however, its impact on more advanced language processing abilities is limited. (3) Blended teaching demonstrates a range effect, primarily benefiting learners at the intermediate level and below in terms of enhancing their language proficiency. Conversely, learners at the medium-high and high proficiency levels derive comparatively lesser benefits from this approach. This study introduces a new methodology by employing multiple linear regression and conditional quantile models to assess the impact of blended teaching. This methodology not only enables us to examine the overall impact of blended teaching, but also allows assessment of its effect on different proficiency groups, helping to identify its effectiveness on individual learners across four dimensions.