In-depth Integration Paths of Information Technology and English Teaching from the Perspective of Blended Learning

Nan Jiang

doi:10.47297/wspiedWSP2516-250023.20261002

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In-depth Integration Paths of Information Technology and English Teaching from the Perspective of Blended Learning

Volume 10, Issue 2

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In-depth Integration Paths of Information Technology and English Teaching from the Perspective of Blended Learning
In-depth Integration Paths of Information Technology and English Teaching from the Perspective of Blended Learning
Department of Language and Culture, Shanghai University of Political Science and Law, Shanghai, 201100, China
Vol. 10, Issue 2, Pages: 113-116(2026)
Published：28 February 2026
DOI：10.47297/wspiedWSP2516-250023.20261002
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Jiang Nan.In-depth Integration Paths of Information Technology and English Teaching from the Perspective of Blended Learning[J].Journal of International Education and Development,2026,10(02):113-116.
DOI：

Jiang Nan.In-depth Integration Paths of Information Technology and English Teaching from the Perspective of Blended Learning[J].Journal of International Education and Development,2026,10(02):113-116. DOI： 10.47297/wspiedWSP2516-250023.20261002.

摘要

Abstract

Against the global digital transformation of education and the popularization of blended learning

the in-depth integration of information technology and English teaching has become a core driver for breaking traditional teaching bottlenecks and improving teaching quality. Based on constructivist learning theory

connectivism

and the Technology Acceptance Model (TAM)

this study combines blended learning's core feature of "online autonomous inquiry and offline interactive collaboration" to deconstruct key integration dimensions and construct a four-in-one path: digital resource integration

teaching process reconstruction

evaluation system optimization

and targeted competence development. Through a comprehensive literature review and practical case analysis

it clarifies implementation key points and proposes safeguard strategies from technological adaptability

teaching logic alignment

and teacher-student competence matching. This research offers a systematic digital integration plan for language teaching in the Chinese context

providing a theoretically and practically valuable reference for global blended English teaching reform and promoting the leap from "technology application" to "in-depth integration."

关键词

Keywords

references

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Davis F . D . ( 1989 ). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly , 13 ( 3 ), 319 - 340 .

Garcia-Carbonell A. , Gil-Sarratea R. , & Van den Branden K . ( 2021 ). Personalized learning paths in blended English reading instruction: A data-driven approach . Language Learning & Technology , 25 ( 2 ), 89 - 108 .

Garrison D. R. , & Vaughan N . D . ( 2008 ). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass .

Piaget J . ( 1970 ). Genetic epistemology . Columbia University Press .

Siemens G . ( 2005 ). Connectivism: A learning theory for the digital age . International Journal of Instructional Technology and Distance Learning , 2 ( 1 ), 3 - 10 .