The relationship between Chinese university students' learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods.

ABSTRACT: The effectiveness of the blended teaching model in improving university students' English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students' entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese univers

SUBMITTER: Hua M 

PROVIDER: S-EPMC10045568 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature