Seite - 272 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

In addition to blended language learning environment, some recent studies focused on the blended learning program implementation, and student perceptions towards blended language learning. Dullien [18] applied Constructivist Learning Theory (CLT) to explore effective technology integration practices and optimal blends in the blended language learning (BLL) approach of higher educational courses. His research collected qualitative data from TESOL practitioners in an intensive English programs. It was concluded that achieving the two highest levels of technology integration would require additional technology integration skills and an understanding of how to create optimal blends within the blended learning environment. Istifci [19] investigated EFL students’ perceptions towards blended language learning course, which was delivered via a Sakai-based learning management system in Anadolu University in Turkey. The students in this study reported their preference for face-to-face class learning and instruction in order to interact more with their peers and instructors. On the other hand, they reported that online instant feedback and self-regulated learning results in their preference for online learningDŽ Wichadee [20] also examined undergraduate students’ learning performance and satisfaction in a blended language learning program. This study identified three variables of learner characteristics and course features as predicators for learning effectiveness in a blended English as Second Language learning (ESL) course in Thailand. Findings from this study suggest that face-to-face support, student’s attitudes towards blended learning, and their digital literacy should be taken into consideration during the implementation of blendHG learning. All three factors may have an impact on students’ learning outcomes. By contrast, some scholars explored instructors’ experiences in conducting blended language learning courses. Nissen [21] conducted qualitative analyses of interview data with instructors and identified the challenges and barriers instructors faced in blended language learning implementations. However, the majority of previous studies explored blended learning of face-to-face language learning with on-line learning delivered by computer-assisted Learning Management System (LMS). There is still a lack of study exploring blended language learning implementation with the support of mobile devices especially smart phones. Fortunately, with the widespread ownership of mobile devices in higher education and the rapid development of mobile information technology, mobile technologies have created new opportunities for exploring effective optimal blends within the interactive blended language learning environment in higher education. 3. Implementation of Blended Learning in EFL Language Course 3.1 Blended Language Course This mixed-method case study explores the use of blended learning in an English as Foreign Language (EFL) course delivered through a commercially-available online platform named Fanya Learning and Teaching (Fanya thereafter). This platform was developed by the well-known E-learning company in China known as Superstar. Instructors and students in Wuhan Polytechnic University can have access to the same M.Guoetal. /ACaseStudyofMobileBlendedLearning inTeachingEnglish272