Research on the Innovation of College English Teaching Based on Blended Learning Model

Abstract

In college teaching, college English still has some problems in classroom interaction, course content and teaching mode. In response to these challenges, blended learning has emerged as an emerging teaching mode. This paper integrates the blended learning mode in college English classroom for teaching innovation. It also takes the online classroom of a college English course in a freshman class of a university as the research object, and utilizes the UCINET social network analysis tool to study the network structure of interactive learning of college English under this mode. Teacher 1 had 1248 interactions in the course discussion forum, and 95% of the students had 100 or more interactions, with the lowest number of interactions reaching 80. It shows that the hybrid course has a high frequency of interaction. The eigenvector centrality value of Teacher 1 is 0.671, indicating that the teacher is the most central member of the online classroom. Students 14, 18, 3, 12, 20, 7, and 4 all have nEigenvec values of 20 or more, indicating that they are more central figures in the online classroom. The analysis of the factions of the sub-structures within the social network shows that Teacher 1 and Students 22, 25, and 28 appear several times in different subgroups, indicating that these four have more frequent interactions with other actors and are the core actors in the synchronous online classroom. The results of the study show that the innovation of college English teaching in blended mode proposed in this paper has strong feasibility and can help students better participate in the classroom and communicate with the teacher.