An Empirical Investigation of the Critical Factors Affecting Students’ Satisfaction in EFL Blended Learning

Abstract

The present study intended to examine to what extent students are satisfied with EFL (English as a Foreign Language) blended learning and identify factors affecting students’ satisfaction in EFL blended learning. This study used SPSS (Statistical Package for Social Science) and questionnaire as research instrument. Data was collected from 360 first-year non-English major undergraduates and postgraduates in Dalian University of Technology (DUT). The findings were: 1. In general, students showed positive attitude towards EFL blended learning model. They are greatly satisfied with this model and willing to study in EFL blended learning environment. 2. Postgraduate students showed higher satisfaction than undergraduate students. 3. Learning climate, perceived enjoyment, perceived usefulness, system functionality, social interaction, content feature and performance expectation are significantly related to students’ satisfaction in EFL blended learning. This study provided more evidence for study on students’ satisfaction in EFL blended learning in China. Additionally, constructive suggestions for English Teaching in China were put forward so as to give full play to the advantages of blended learning.