Research on the Innovative Application of Blended Teaching Model in Higher Vocational English under Digital Transformation
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Abstract
With the rapid development of digital technology, higher vocational English teaching needs to innovate its teaching model to meet personalized learning requirements and professional application needs. Based on the characteristics of vocational education, this study constructs a blended teaching model integrating multiple digital technologies. The model adopts a three-stage process of pre-class self-study, in-class in-depth interaction, and post-class extension and reinforcement, forming an organic combination of online and offline teaching. The study takes 156 students from three majors in a vocational college as research subjects. Questionnaires, pre- and post-tests, interviews, and learning platform data are used for data collection, followed by statistical analysis. Results show that students in the experimental group significantly improve in comprehensive English application ability, autonomous learning ability, and classroom participation. Differences between pre- and post-test scores are statistically significant, especially in productive skills such as speaking and writing. The study provides a feasible practical path and theoretical reference for the digital transformation of higher vocational English teaching.
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