Empirical Research on the Assessment and Enhancement of Blended Teaching Competence of Integrated English Teachers

This research aimed to assess Integrated English teachers’ competence at Guangzhou Institute of Science and Technology. The participants of the study were 275 students who were enrolled in Integrated English course, and 11 teachers who teach this course. The study revealed that the level of teachers’ competence in terms of knowledge, skills and attitudes in Integrated English blended teaching was very high as assessed by the teacher and student participants. However, the challenges and problems encountered by teachers were limited time, insufficient supervision on students’ study and difficulty in assessing individual outputs. Therefore, a plan of action was proposed to improve the teaching of Integrated English through blended mode.