Enhancing EFL Learner’s Achievement through a SPOC-based Blended Teaching Model
DOI:
https://doi.org/10.18063/cef.v3i5.1196Keywords:
SPOC, blended learning, English proficiencyAbstract
This study investigates the effectiveness of a SPOC-based blended teaching model on the English proficiency of 193 Chinese non-English major freshmen. Through a 16-week quasi-experimental design, participants were divided into an experimental group taught via a SPOC-blended approach and a control group receiving traditional instruction. Post-intervention assessments measured overall achievement and subskills including vocabulary, reading, translation, and writing. Results indicate that the SPOC model significantly improved students’ overall English performance and writing skills, but showed no statistically significant effects on vocabulary, reading, or translation after Bonferroni correction. The findings suggest that while SPOC-enhanced blended learning promotes general language achievement and output-based competencies like writing, its efficacy may depend on instructional focus and the nature of the target skill. This study provides empirical support for the integrative use of SPOC in EFL contexts and highlights the need for skill-specific instructional design in blended learning environments.
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