Seite - 271 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

blended learning and learning achievements among students from different schools, who enrolled in blended learning program in York University, Canada. His findings indicate that high-achieving students preferred the blend learning approach over fully online or face-to face than low-achieving students in three aspects: overall satisfaction, convenience, and sense of engagement in their blended learning environment. Recent studies have focused on student interaction and learning engagement as well as instructors’ online participation in blended learning implementation. Shu and Gu [13] explored the differences in student interactions between online and face-to-face components in blended learning by using social network analysis and thematic analysis. Manwaring and his colleagues [14] conducted a longitude study to explore the relationship between students’ perceptions and students’ emotional and cognitive engagements for activities in blended learning courses. Han and his colleges [15] conducted a quantitative assessment of teachers’ online participation in blended learning. 2.2 Blended Language Learning and Teaching Since 2000, an increasing body of empirical studies have investigated the implementation of blended learning in language teaching from different perspectives. The majority of the studies concluded that blended learning can effectively enhance language competence and learning outcomes in reading, listening, speaking and writing instruction [4][5][6][7]. Some of the research explored the implementation of blended learning and associated models by studying blended learning environments in language learning and teaching. In order to achieve optimal blends of blended learning in language education, Neumeier [9] proposed a flexible framework with six parameters to redesign blended course by analyzing a blended learning environment. The six parameters include: 1) mode of instruction, 2) mode of integration, 3)distribution of learning content and objectives and assignment of purpose, 4) language teaching methods, 5) learning content design, and (6) location of the study [9]. Within the aforementioned framework, !"# $ *< > > \^` { | }> ~^ - mediated blended learning model with the support of a Learning Management System (LMS). They used case study to compare the learning outcomes in listening and speaking in an English as Second learning (ESL) Program. The study revealed that students had more opportunity to practice their language skill in a blended language course and they felt highly positive towards this modality of learning and their instructors who made such flexible learning possible. Olivier [17] used the Technology Acceptance Model (TAM) to study blended language learning experience in an interactive learning environment (ILE). Supported by the support of a Sakai-based learning management system, the blended learning course took place in a first-year Afrikaans language class. Findings show that even though students fully accept this blended language learning environment, learning analytics generated by the LMS show that they did not use the LMS daily as claimed in the self- report survey. M.Guoetal. /ACaseStudyofMobileBlendedLearning inTeachingEnglish 271