An Empirical Analysis of the Effectiveness of Blended Teaching Mode in Adult English based on SPSS

During the accelerated digital transformation of the informatisation of education and the construction of a learning society, there is a growing demand for flexible and autonomous blended learning among adults. This study used SPSS as a tool to investigate the effectiveness of a blended teaching model in adult English language education. Specifically, this study examined the effects of the blended teaching model on learning motivation with the introduction of task perception as a mediator. It use the adult English learning population as a sample. Stratified regression analyses use data from the Xuhui campus of the Shanghai Open University. It also showed blended teaching had a positive effect on motivation to learn. And task perception partially moderated this relationship. These findings provide new insights and relevance to understanding learning mechanisms in blended teaching modes.