Abstract
The paper presents a study of training learner autonomy by applying blended learning in a university translation course in China. In the study, the author has constructed a blended translation course and has conducted a survey to determine the effectiveness of blended learning to improve learner autonomy. The study adopts a triangulation approach with regard to instrument. Quantitative data and qualitative data are collected from 120 juniors, including males and females who have chosen the translation course. Quantitative data are gathered through a questionnaire and a final course evaluation, and qualitative data are obtained from face-to-face interviews with open-ended questions. The study focuses on various aspects: students’ view of blended learning to develop learner autonomy, teachers’ construction of a blended course, and the influence of blended learning on students’ learning responsibility, learning motivation, learning involvement and learning independence. The results show that, the majority of students take blended learning as an effective way to develop learner autonomy; the majority of students are learners of quite high level of learning motivation, learning involvement and learning responsibility, while their learning independence is moderately high, which implies that teachers still play an irreplaceable role even in the blended learning environment.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abbas, A., Hosseini, S., Núñez, J. L. M., & Sastre-Merino, S. (2021). Emerging technologies in education for innovative pedagogies and competency development. Australasian Journal of Educational Technology, 37(5), 1–5. https://doi.org/10.14742/ajet.7680
Alrabai, F. (2017). From teacher dependency to learner independence: a study of Saudi learners’ readiness for autonomous learning of English as a Foreign Language. Learning and Teaching in Higher Education: Gulf Perspectives, 14(1), 70–97. https://doi.org/10.18538/lthe.v14.n1.262
Basri, F. (2020). Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1798921
Blended Learning Network. Retrieved December 10, 2021, from http://edutechwiki.unige.ch/mediawiki/index.php?title=Blended_learning&oldid=55093
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38.
Bouilheres, F., et al. (2020). Defining student learning experience through blended learning. Education and information technologies (pp. 3049–3069). Springer. https://doi.org/10.1007/s10639-020-10100-y
Chen, Q. M. (2011). A study on translation teaching in a blended learning mode through an online translation practive platform. Computer-Assisted Foreign Language Education, 138 (2), 56–60. Retrieved December 15, 2021, from https://lib.zwu.edu.cn/asset/detail/4/203151780272
Chen, J. (2020a). SPOC-based Flipped Learning Model Applied in Interpreting Teaching. International Journal of Emerging Technologies in Learning, 15(17), 1–13. https://doi.org/10.3991/ijet.v15i17.14581
Chen, M. C. (2020b). Blended Learning Applied in Teaching Translation Based on OBE Concept. China Journal of Multimedia and Network Teaching, (3), 30–31. Retrieved December 15, 2021, from https://lib.zwu.edu.cn/asset/detail/4/203884513325
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195–205. https://doi.org/10.1016/0346-251X(95)00008-8
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Dickinson, L. (1993). Talking shop: Aspects of autonomous learning. ELT Journal, 47(4), 330–336. https://doi.org/10.1093/elt/47.4.330
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. IBM Global Services. Retrieved December 15, 2021, from http://www-07.ibm.com/services/pdf/blended_learning.pdf
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Hammersley, M., & Atkinson, P. (1995). Ethnography. Routledge.
Heigham, J., & Croker, R. A. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers & Education, 54(3), 693–700. https://doi.org/10.1016/j.compedu.2009.08.035
Huang, Z. F., Zhou, R. J., Wan, L. Y. (2020). Design and empirical research on interactive classroom ecosystem in blended learning environment. e-Education Research, 41(4), 78–85. Retrieved December 15, 2021, from https://lib.zwu.edu.cn/asset/detail/4/203900478403
Kiviniemi, M. T. (2014). Effects of a blended learning approach on student outcomes in a graduate-level public health course. BMC Medical Education, 47(14), 1–7. https://doi.org/10.1186/1472-6920-14-47
Kurni, M., & Saritha, K. (2021). Applying collaborative learning for enhancing the teaching-learning process in online learning through social media. International Journal of Emerging Technologies in Learning, 16(16), 251–259. https://doi.org/10.3991/ijet.v16i16.23207
Laer, S. V., & Elen, J. (2017). In search of attributes that support self-regulation in blended learning environments. Education and Information Technologies, 22(19), 1395–1454. https://doi.org/10.1007/s10639-016-9505-x
Lenkaitis, C. A. (2019). Technology as a mediating tool: Videoconferencing, L2 learning, and learner autonomy. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1572018
Li, F. (2021). Construction and application of moodle-based online learning community between urban and rural students. TEHNICKI VJESNIK-TECHNICAL GAZETTE, 28(1), 328–333. https://doi.org/10.17559/TV-20200108173346
Lin, C. Y., & Reigeluth, C. M. (2018). Scaffolding learner autonomy in a wiki-supported knowledge building community and its implications for mindset change. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12713
Liu, Y. (2011). A study on learners’ beliefs about learner autonomy in english language learning. In: Education and Educational Technology. Y. Wang, Eds. Berlin: Springer, pp. 725–732. https://doi.org/10.1007/978-3-642-24775-0_113
Liu, X. H., Liu, Y. N., & Tu, J. F. (2020). Multimedia technology and learner autonomy: An experimental study for asymmetric effects. SYMMETRY. https://doi.org/10.3390/sym12030462
Ma, W. L., Zhang, X. P. (2011). Research and practice on college english blended learning model. Computer-Assisted Foreign Language Education, 139(3), 50–57. Retrieved January 15, 2022, from https://lib.zwu.edu.cn/asset/detail/4/20387245621
Ma, X. L., Ge, J., Hu, Q. (2021). Effectiveness of blended learning in building foreign language teaching models. Foreign Language World, 205(4),19–26. Retrieved March 15, 2022, from https://lib.zwu.edu.cn/asset/detail/4/2031048578817
Muswazi, M. T., Nhamo, E. (2013). Note taking: a lesson for novice qualitative researchers. Journal of Research & Method in Education, 2(3), 13–17. Retrieved December 15, 2021, from www.iosrjournals.org
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209.
Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge University Press.
Shen, B., Bai, B., & Xue, W. (2020). The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2019.100821
Stacey, E., & Garbic, P. (2006). Education for the 21st century-impact of ICT and digital resources. In D. Kumar & X. Tumer (Eds.), International Federation for Information Processing (pp. 225–234). Springer.
Stacey, E., & Gerbic, P. (2007). Teaching for blended learning–Research perspectives from on-campus and distance students. Education and Information Technologies, 12(3), 165–174. https://doi.org/10.1007/s10639-007-9037-5
Tan, F. B., & Chan, H. (1997). Managing self-instructed learning within the IS curriculum: Teaching learners to learn. Informing Science, 1(1), 1–7.
Tsai, Y.-R. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 34(7), 979–1011. https://doi.org/10.1080/09588221.2019.1650779
Ul Haq, I., et al. (2021). Dynamic group formation with intelligent tutor collaborative learning: A novel approach for next generation collaboration. IEEE Access, 9, 143406–143422. https://doi.org/10.1109/ACCESS.2021.3120557
Wang, L. L. (2020). The research on the combination mode of translation micro-classes and college english teaching. Journal of HUBEI Open Vocational College, 33(12), 159–160. Retrieved March 15, 2022, from https://lib.zwu.edu.cn/asset/detail/4/203943923125
Wang, J., Chen, X., & Gao, X. (2020). Economic management teaching mode based on mobile learning and collaborative learning. IEEE ACCESS, 8, 200589–200596. https://doi.org/10.1109/ACCESS.2020.3033774
Wang, L., Huang, Y. F., Omar, M. K. (2021). Analysis of blended learning model application using text mining method. International Journal of Emerging Technologies in Learning, 16(1). https://doi.org/10.3991/ijet.v16i01.19823
Yang, Q., Tan, J. H. (2005). An analysis of the reliability and validity of China’s graded test for Japanese majors 4 & 8. Foreign Language World, 106(2), 73–77. Retrieved December 15, 2021, from https://lib.zwu.edu.cn/asset/detail/0/20311619715
Yang, F., Wei, X., Zhang, W. X. (2017). An exploration of blended english teaching model. Technology Enhanced Foreign Language Education, 173(1), 21–28. Retrieved December 15, 2021, from https://lib.zwu.edu.cn/asset/detail/4/203218802612
Yasmin, M., & Naseem, F. (2019). Collaborative learning and learner autonomy: Beliefs, practices and prospects in Pakistani engineering universities. IEEE ACCESS, 7, 71493–71499. https://doi.org/10.1109/ACCESS.2019.2918756
Yoon, J. C., & Kang, H. Y. (2021). Interactive learning in the classroom: A mobile augmented reality assistance application for learning. Computer Animation and Virtual Worlds. https://doi.org/10.1002/cav.1989
Young-Jones, A., et al. (2019). Autonomy-supportive language in the syllabus: Supporting students from the first day. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1661375
Zhang, H. S., Li, Y. (2006). Blended learning and teaching listening with multimedia: An empirical perspective. Computer-Assisted Foreign Language Education, 109(3), 25–31. Retrieved December 15, 2021, from https://lib.zwu.edu.cn/asset/detail/0/20326517536
Zhu, M. N., Berri, S., & Zhang, K. (2021). Effective instructional strategies and technology use in blended learning: A case study. Education and Information Technologies, 26(5), 6143–6161. https://doi.org/10.1007/s10639-021-10544-w
Acknowledgements
The study was supported by Zhejiang provincial project of China “On the Development of Translation Competence in Smart Learning Space” (grant numbers: ZWYB2021017). I would like to extend my heartfelt thanks to the support that made this study possible.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Chen, J. Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Educ Inf Technol 27, 12337–12361 (2022). https://doi.org/10.1007/s10639-022-11125-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-022-11125-1