With the continuous advancement of information technology and evolving educational concepts, blended teaching has become a key direction for the reform of public English education in vocational colleges. This paper takes the reform practice of English curriculum in a vocational college as the research object, exploring the impact of blended teaching on students’ English learning motivation and analyzing the correlation between changes in motivation and academic performance. Through a combination of questionnaire surveys and academic data analysis, the study reveals the advantages of blended teaching in stimulating students’ intrinsic motivation, while identifying key variables that affect teaching effectiveness. The results show that improved learning motivation has a positive effect on academic performance, and that teaching design, platform interaction, and self-directed learning management are critical influencing factors. This study aims to provide data support and theoretical reference for the reform of public English courses in vocational colleges and to promote deeper alignment between teaching models and talent cultivation goals.
Li et al. (Sat,) studied this question.