Articles Open Access Vol. 3 No. 2 (2024) pp. 38-49

HOW STUDENTS USE HYBRID COLLEGE ENGLISH TEACHING PLATFORMS: A SYSTEMATIC REVIEW IN CHINA

Authors

  • Wen Jia 1,✉
  • Xu Wenying 1
  • Zhao Yaling 1
  • Luo Chunyan 1
  1. Yibin University

marks the corresponding author.

  • Received: 2024-12-05
  • Published 2024-08-02
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Abstract

Hybrid learning platforms have significantly impacted English language teaching in higher education, particularly in China, where technology-enhanced education is expanding rapidly. This systematic review examines how students engage with hybrid college English teaching platforms, analyzing behavioral patterns, levels of engagement, and learning outcomes. The review investigates integrating traditional and digital learning methods in Chinese universities. The findings indicate that students primarily use hybrid platforms for supplementary learning, collaborative activities, and self-directed study. Supplementary learning includes revisiting recorded lectures and accessing digital resources to reinforce comprehension. Collaborative tasks such as peer discussions and group projects promote active engagement and foster a sense of community. Hybrid platforms allow for personalized, self-paced learning, enabling students to take greater control of their educational journey. However, challenges persist, including technological limitations, low digital literacy among students, and inconsistent pedagogical strategies across institutions. These barriers hinder the full potential of hybrid platforms. The review emphasizes the importance of developing a cohesive framework to effectively harness the advantages of hybrid platforms, enhancing students' language proficiency and promoting greater autonomy in English learning. By addressing technological, instructional, and motivational challenges, hybrid learning environments can provide a dynamic and inclusive approach to language education in Chinese higher education. This research contributes valuable insights for improving the use of hybrid platforms to promote effective language learning in universities

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Vol. 3 No. 2 (2024)

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