The effectiveness of online learning activities in a blended EAP course: relationships between language proficiency, online engagement, and language performance

Abstract This study examines the effectiveness of the pre-seminar online learning activities in a blended English for Academic Purposes (EAP) course, with a particular focus on learner engagement with these online activities. It investigates the influence of learners’ English proficiency levels on their online engagement and examines the impact of this engagement on their language performance. A mixed-methods study design was employed, collecting quantitative data from 131 students and qualitative interview data from a subset of 18 participants drawn from this cohort. Simple linear regression results revealed that learners’ English proficiency levels did not predict their online behavioural engagement, but had a small predictive force on online cognitive engagement. Multiple regression results indicated a medium-sized impact of online engagement on EAP learners’ overall final scores. Specifically, simple regression results showed that online cognitive engagement was a significant predictor of learners’ EAP reading, listening, and writing scores, while behavioural engagement significantly predicted writing and speaking scores. Qualitative insights highlighted the importance of interactions between learner and content, learner and socialiser, and learner and interface when designing the online learning activities of a blended EAP course. The study concludes with an effective blended EAP learning model that optimises the use of technological modalities, emphasises the importance of online pedagogical, social, and technological interactions, and highlights the integration between online and onsite lessons.