The Implementation of English as a Foreign Language and the Effective Behavior of Teachers in Chinese Private Colleges under the Background of Blended Learning

In the information age, traditional teaching methods are replaced by blended learning, which integrates online and offline instruction. This approach has gained prominence, particularly in higher education, and is being explored for English as a Foreign Language in Chinese private colleges. This study examines the implementation and effectiveness of blended learning for English as a Foreign Language in Chinese private colleges. Through surveys of five English as a Foreign Language teachers, the research reveals that while blended learning is widely adopted, the proportion of online to offline components varies, influenced by teachers’ perceptions, resource limitations, and institutional training. Student evaluations through the questionnaire show strong acceptance, with students appreciating the interactive and engaging nature of blended learning. The findings suggest that improving teacher training and continuously updating resources could further enhance the effectiveness of blended learning, ultimately helping to bridge the gap between assigned and actual online learning while significantly improving English proficiency. The study underscores the importance of blended learning in modern EFL education and offers strategic recommendations for optimizing its impact in Chinese private colleges.