Efficacy of a Differentiated Blended Learning Model on Chinese Vocational Undergraduates' English Comprehensive Ability
Keywords:
differentiated blended learning, vocational undergraduates, public English instruction, comprehensive English proficiency, quasi-experimental studyAbstract
Addressing the significant heterogeneity in Chinese vocational undergraduate public English courses, this study developed and empirically evaluated a Differentiated Blended Learning (DBL) model aimed at enhancing students’ comprehensive English ability. Employing a design-based research (DBR) approach, a 16-week quasi-experimental intervention was conducted with 30 purposively sampled participants. The DBL model integrated the Kemp Model for systematic instructional design, Content and Language Integrated Learning (CLIL) for vocational contextualization, and the BOPPPS framework for structured lesson delivery. Data were collected through parallel English proficiency tests, reflective journals, and perception questionnaires. Results demonstrated that the DBL intervention significantly improved participants’ comprehensive English ability, with an exceptionally large effect size (Cohen’s *d* = 2.81). Productive skills, particularly speaking and writing, exhibited the most substantial gains. Qualitative analysis revealed enhanced learner motivation, self-confidence, and positive perceptions of the personalized and vocationally relevant learning experience. The study concludes that the DBL model provides a theoretically grounded, empirically validated, and pedagogically feasible approach to reforming public English instruction, offering a sustainable blueprint for cultivating globally competitive technical talents in China.
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