Exploring Chinese EFL Teachers’ Perceptions of Blended Learning in English Extensive Reading Course: A Qualitative Study

Significant transformations have occurred in the educational field due to the continued progress in information technology and thus blended learning has gained significant attention worldwide, providing students with diverse learning opportunities. To stay up-to-date with the advancements in educational technology, English teachers at Chinese universities have incorporated blended learning into the instruction of English Extensive Reading Course. English Extensive Reading Course is a mandatory course designed for students learning English as a foreign language, focusing on practicality, humanity, and communication. This study investigates teachers’ perceptions of blended learning in blended learning of English Extensive Reading Course, employing semi-structured interviews. This study identifies critical challenges teachers come across in blended learning of English Extensive Reading Course, including reduced teacher-student interaction, challenging selection of teaching materials and students’ insufficient learning engagement. To improve students’ effective learning experience, three strategies are adopted by teachers, involving in establishing clear course objectives, injecting materials from diverse resources and organizing appealing course activities. Additionally, the study highlights the multifaceted roles teachers undertake in blended learning environment of English Extensive Reading Course. These roles include course designer and organizer, learning facilitator, and instruction deliverer, with the first two roles being particularly significant. It is revealed that proper implementation of teachers’ roles can facilitate students’ effective learning experience in blended learning of English Extensive Reading Course.