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http://dx.doi.org/10.14400/JDC.2021.19.12.063

Effects of Teacher Support on Chinese EFL University Students' Listening Ability in a Blended Learning Environment  

Yang, Ting (Dept. of Education, Graduate School, Sehan University)
Kim, Na-Young (Dept. of General Education, Sehan University)
Publication Information
Journal of Digital Convergence / v.19, no.12, 2021 , pp. 63-77 More about this Journal
Abstract
This study aims to explore the differential effects of teacher support on Chinese EFL students' listening ability in a blended learning environment. 87 third-year English-major students in a Chinese university participated in this study and they were randomly divided into an autonomy group (n=22), an emotional group (n=22), a cognitive group (n=22) and a control group (n=21). Each experimental group received relevant teacher support during their 17-week course learning while the control group did not. To confirm the effects of teacher support, pre- and post- listening tests were conducted. The results of the paired t-tests demonstrated that all groups showed statistically significant improvement in their English listening ability. The results of the one-way ANOVA for the post-test revealed that autonomy support and cognitive support were more effective than emotional support in improving students' listening ability. Based on the findings, this study hopes to provide insights for EFL teachers in designing and arranging the activities in a blended course.
Keywords
teacher support; EFL; listening ability; blended learning;
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