<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education platforms have emerged, most of which are student-oriented, through which teachers push various teaching resources to students in the form of text, audio, video, and other multimodal forms, mobilizing students’ visual, auditory and tactile senses to enhance students’ learning effect. It is an inevitable choice of the times for universities to use online resources, practice new education and teaching reform concepts, and constantly reflect on and reshape teaching modes. Because of the learning situation of English majors, teachers actively explore the blended teaching mode of English majors’ audio-visual courses, which helps students form good independent learning abilities and can effectively improve students’ comprehensive English application ability. However, during the initial practice, the disadvantages of blended teaching in English audio-visual courses are highlighted, which are reflected in the lack of Internet teaching resources, poor teacher and student autonomy, and an imperfect teaching evaluation system. With the help of information technology, the BOPPPS teaching model is rapidly and highly integrated with traditional English audio-visual course teaching. Based on the BOPPPS model, this paper combines the background and meaning of blended teaching in English major audiovisual speaking courses with four aspects of practical investigation: constructing a resource base, teachers’ knowledge management ability, students’ self-learning ability, and teaching evaluation system.</p>
<p>The results of the teaching experiment show that under the improved teaching mode of the BOPPPS model, students’ English IV exam scores improved by 13.85%, and self-learning ability improved by 21.25% compared with the control group after a period of study, which verifies the feasibility of the hybrid teaching of the BOPPPS model and promotes the convergence of English education with the international level.</p>
</abstract>

With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education platforms have emerged, most of which are student-oriented, through which teachers push various teaching resources to students in the form of text, audio, video, and other multimodal forms, mobilizing students’ visual, auditory and tactile senses to enhance students’ learning effect. It is an inevitable choice of the times for universities to use online resources, practice new education and teaching reform concepts, and constantly reflect on and reshape teaching modes. Because of the learning situation of English majors, teachers actively explore the blended teaching mode of English majors’ audio-visual courses, which helps students form good independent learning abilities and can effectively improve students’ comprehensive English application ability. However, during the initial practice, the disadvantages of blended teaching in English audio-visual courses are highlighted, which are reflected in the lack of Internet teaching resources, poor teacher and student autonomy, and an imperfect teaching evaluation system. With the help of information technology, the BOPPPS teaching model is rapidly and highly integrated with traditional English audio-visual course teaching. Based on the BOPPPS model, this paper combines the background and meaning of blended teaching in English major audiovisual speaking courses with four aspects of practical investigation: constructing a resource base, teachers’ knowledge management ability, students’ self-learning ability, and teaching evaluation system.
The results of the teaching experiment show that under the improved teaching mode of the BOPPPS model, students’ English IV exam scores improved by 13.85%, and self-learning ability improved by 21.25% compared with the control group after a period of study, which verifies the feasibility of the hybrid teaching of the BOPPPS model and promotes the convergence of English education with the international level.

An investigation into the practice of blended teaching in English courses based on the BOPPPS model

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education...

An investigation into the practice of blended teaching in English courses based on the BOPPPS model

Online veröffentlicht: 01. Juni 2023

Seitenbereich: -

Eingereicht: 04. Aug. 2022

Akzeptiert: 07. Dez. 2022

DOI: https://doi.org/10.2478/amns.2023.1.00336

Schlüsselwörter
Information technology, Blended teaching, Blended learning, Educational platform, BOPPPS model

© 2023 Yulian Guo, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

An investigation into the practice of blended teaching in English courses based on the BOPPPS model

Online veröffentlicht: 01. Juni 2023

Seitenbereich: -

Eingereicht: 04. Aug. 2022

Akzeptiert: 07. Dez. 2022

DOI: https://doi.org/10.2478/amns.2023.1.00336

SchlüsselwörterInformation technology, Blended teaching, Blended learning, Educational platform, BOPPPS model

© 2023 Yulian Guo, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Information technology, Blended teaching, Blended learning, Educational platform, BOPPPS model