Enhancing Learner's Autonomy in College English Education through Blended Learning Adoption: A Quasi-Experimental Study Using MosoTeach
- Lu Wang , Ph.D. Candidate, Faculty of Educational Studies, Universiti Putra Malaysia, UPM Serdang, Selangor, 43400, Malaysia. & Lecturer, Faculty of General Education, Yunnan College of Business Management, Vocational Education Park, Anning, Kunming, Yunnan Province, 650033, China.
- Abu Bakar Razali , Prof. Madya Dr, Faculty of Educational Studies, Universiti Putra Malaysia, UPM Serdang, Selangor, 43400, Malaysia.
- Lilliati Ismail , Dr., Faculty of Educational Studies, Universiti Putra Malaysia, UPM Serdang, Selangor, 43400, Malaysia.
ABSTRACT
Purpose: This study examines the impact of blended learning on learner autonomy in college English education in China. Specifically, it aims to compare autonomous learning behaviours between experimental and control groups, focusing on the effectiveness of the MosoTeach platform in promoting learner autonomy. Method: A quasi-experimental design was employed, involving sophomore students from a Chinese college. A total of 120 students were randomly assigned to two groups: the experimental group (n=60), which engaged in blended learning using the MosoTeach platform, and the control group (n=60), which received traditional classroom instruction. Quantitative data were collected through pre- and post-tests for both groups, alongside the English Independent Learning Ability Questionnaire. Qualitative data were gathered through open-ended interviews with a subset of students from each group to explore their experiences and perceptions of autonomous learning behaviours facilitated by the respective teaching methods. The study was conducted over two semesters, enabling a thorough evaluation of the sustained impact of blended learning on learner autonomy in college English education. Findings: The results reveal significant differences in autonomous learning behaviours between the experimental and control groups. Students in the blended learning group exhibited higher levels of self-regulation, resource utilisation, and responsibility. The MosoTeach platform was found to be effective in enhancing student engagement, motivation, and self-directed learning practices. Originality/Significance: This study contributes to educational theory by deepening understanding of how blended learning environments can cultivate learner autonomy in language education. The findings have practical implications for educators and policymakers, advocating for the integration of technology-enhanced learning strategies to empower students and enhance educational outcomes in diverse academic contexts.