Using the ISmart Platform for Vocabulary Teaching in Writing within a Blended Learning Model in China

Abstract

Blended learning has revolutionized educational practices globally by combining traditional and digital methodologies to improve student engagement and learning outcomes. This teaching approach is particularly significant in English as a Foreign Language (EFL) contexts, where vocabulary acquisition is vital in enhancing academic writing skills. This study investigates the effectiveness of the ISmart platform—a SPOC-based English learning software developed by Higher Education Press—in fostering vocabulary development and writing proficiency among Chinese university students within a blended learning model. The research adopts a mixed-method approach, integrating pre-and post-tests, surveys, and classroom observations to assess the platform’s impact. Over a 12-week intervention, the experimental group, utilizing ISmart, demonstrated a 30% improvement in vocabulary test scores and substantial advancements in writing quality, including coherence, lexical variety, and grammatical accuracy, compared to a control group receiving traditional instruction. Key findings reveal that ISmart's intelligent features, such as interactive exercises and personalized feedback, significantly enhance vocabulary acquisition and engagement. Positive student feedback underscores the platform's intuitive design and effective integration with teaching materials, highlighting its potential as an innovative tool for blended learning environments. Despite its success, challenges such as accessibility issues in rural regions and the need for educator training were identified, suggesting avenues for future improvement. These findings position the ISmart platform as a powerful resource for vocabulary teaching in blended learning, with implications for scaling its use in diverse educational settings.