A study on the learning emotions of EFL students in SPOC based blended learning in Chinese vocational colleges

Abstract

This study examines the emotional dynamics of English as a Foreign Language (EFL) learners in higher vocational colleges (HVCs) under Small Private Online Course (SPOC)-based blended learning settings. A survey of 1250 EFL students from six HVCs was conducted to explore the impact of SPOC-based blended learning environment adaptability, SPOC-based blended learning style adaptability, and persistence of online learning cycles on students’ learning emotions. Results indicate positive emotions and high adaptability to SPOC-based blended learning, with no significant learning fatigue. Emotional factors varied based on grade, gender, and majors. In addition, a regression model is proposed to observe the factors affecting SPOC-based blended learning emotions. The findings contribute empirical evidence and research references to enhance teaching efficiency for EFL students in HVCs using SPOC-based learning, and promote the integration and innovation of online and offline teaching modes based on SPOC.