Blended Learning in Under-Resourced Contexts: Insights From Chinese EFL Students in a Local College Context

Abstract

As blended learning has become prevalent in higher education, particularly in English as a Foreign Language (EFL) instruction, there remains a lack of empirical research focusing on perspectives and experiences of students in under-resourced and underrepresented contexts. This research examines EFL students’ perceptions of blended learning in a Chinese local college, where technological integration and instructional innovation often face contextual challenges. Using a mixed-methods approach, the study surveyed 230 undergraduate students and conducted in-depth interviews with 16 participants to explore their attitudes, readiness, and competence as blended learning users, as well as their perceptions of instructional design, learning technologies, and teacher feedback in blended EFL courses. The findings reveal that while students generally had favorable views of blended learning, they also encountered significant challenges including heavy workloads, weak self-regulation, technological barriers, and limited theoretical knowledge of blended learning. The research highlights the importance of instructional support, teacher training, infrastructure development, and pedagogical balance to optimize the implementation of blended learning in EFL contexts. Implications are offered for teachers, administrators, and policymakers aiming to enhance blended learning effectiveness, particularly in local and resource-constrained college settings.