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Background and Aim: Nowadays, information technology has been expected to be used in classrooms as teaching aids while the educational system continues to develop in China. This research aimed to explore a method of integrating blended learning into College English teaching based on TikTok short videos, investigate students’ performance, and determine students’ perception towards this teaching mode. Methodology: A quasi-experiment was conducted in the research. The population was non-English major students from Anshan Normal University in Liaoning Province, China. The sample was two classes of students taught by the researcher. One class was a control group with 60 students taught with traditional face-to-face teaching. The other class was a treatment group with 55 students taught with blended learning based on TikTok short videos. Quantitative data was collected by performance pre-test and post-test to investigate the students’ language proficiency improvement. Qualitative data was collected by an open-ended questionnaire to explore the students’ perception of this teaching mode. SPSS and NVivo were employed to make an analysis and interpret the conclusion. Results: After comparing the score improvement in the control group and treatment group by independent samples t-test, students’ listening, reading, and writing skills were improved in College English. After NVivo thematic analysis of the feedback from the open-ended questionnaire, students showed an active perception towards the teaching mode. Conclusion: The findings of this research suggested that blended learning in College English teaching based on TikTok short videos could stimulate learning motivation and improve teaching effectiveness.
Fei et al. (Thu,) studied this question.