Yongkang Wang
DOI: https://doi.org/10.21203/rs.3.rs-2755448/v1
Abstract
The aim of this study is to improve the English learning outcomes of undergraduate students enrolled in bachelor’s degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research treatment was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by Exam English as a pre-test and a post-test to investigate listening and speaking proficiency. The results indicated that the course effectively enhanced the students’ language learning outcomes. Therefore, the IDC course can be integrated in an innovative English curriculum. The EG showed a better outcome on the test than the CG. The IDC English course in the blending setting efficiently enhanced the students’ English listening and speaking skills.
Keywords
Interest-driven creator English course, blended setting, listening and speaking proficiency
