Comprehension approach

Neuroscience

Pedagogy

Perception

Biology

Language education

Mathematics education

Blended learning

Paleontology

Learner autonomy

Psychology

Educational technology

Context (archaeology)

Computer science

Computer Assisted Language Learning

This article reports the design of a course blended through a small private online course in a Chinese university EFL context, with an emphasis on the blended learning environment created thereby and on learners' perceptions of their blended learning. In a survey-based approach, 1603 students' experiences of blended EFL learning in two consecutive terms were examined. The questionnaire survey focused on the participants' perceptions of their engagement with blended learning, their motivation, learning autonomy and overall satisfaction. An analysis of students' responses reveals that the blended design can create an efficient EFL learning environment and gain positive learner perceptions.

Blended learning for Chinese university EFL learners: learning environment and learner perceptions