Teachers’ Strategies to foster students’ engagement in Blended College English Course in China

The qualitative study examined teachers’ strategies to foster student engagement in blended college English courses in China, which combines online teaching (synchronous online and asynchronous online) and offline teaching (traditional face-to-face classroom). Three teachers who lecture college English courses in blended learning mode participated in the semi-structured interviews as what strategies they have used to foster student behavioral, emotional and cognitive engagement. An inductive approach was used to analyze to present a broad and comprehensive picture of teachers’ strategies to enhance student engagement in blended College English Courses in Chinese colleges and universities. Those engagement strategies were found to fit well into that technological, pedagogic and content knowledge (TPACK) framework proposed by Koehler and Mishra (2009). E for emotional knowledge is added as extension to TPACK into TPECK. The finding systematizes teachers' strategies that can be used to foster student three dimensions of engagement: behavioral, cognitive and emotional engagement.