Abstract This quantitative study develops and validates a novel Culturally Responsive Blended Learning Success (CR-BLS) model for evaluating technology-enhanced EFL instruction effectiveness in collective educational contexts. Conducted at a Chinese university, the research examined an intelligent blended learning ecosystem integrating three widely adopted platforms (U-Campus, GradingNet, and Learning Hub) for content delivery, assessment, and collaboration in College English instruction. The CR-BLS model extends a widely recognized seven-factor quality framework by integrating three culturally grounded moderators: hierarchical teacher–student relationships, collective learning orientation, and examination-driven motivation. The proposed model was empirically validated through data collection from 1,816 non-English major undergraduates engaged with the blended learning ecosystem using partial least squares structural equation modeling (PLS-SEM). Results revealed that the proposed quality factors explained 71.4% of the variance in perceived satisfaction, 54.2% in perceived usefulness, and 34.1% in system use. Learner quality and instructor quality significantly influenced both perceived satisfaction and usefulness, while educational system quality primarily affected system use. Furthermore, perceived usefulness, satisfaction, and system use collectively accounted for 64.7% of the variance in perceived learning benefits. Cultural moderators demonstrated significant influence on the relationships between quality dimensions and learning outcomes, enhancing the proposed model’s contextual validity for collective educational environments. This study contributes to both theoretical advancement and practical implementation of blended learning systems in collective educational settings.
Liu et al. (Mon,) studied this question.