Scholarlink

<p>With the rapid advancement of educational digitization, the blended teaching model that organically integrates online and offline learning has become widely adopted in college English classrooms. This study adopts a mixed research method combining structural equation modeling (SEM) and semi-structured interviews to explore the intrinsic association between college students’ higher-order thinking skills (HOTS) and academic engagement (AE) in the blended teaching environment. Specifically, questionnaires were distributed to 298 non-English major students at a comprehensive university in North China, with 286 valid questionnaires recovered (valid response rate: 96%). To achieve triangulation of the research methodology, 15 participants were invited to take part in semi-structured interviews. The findings reveal that HOTS positively predict AE; critical thinking skill, computational thinking skill and creative thinking skill positively predict problem-solving skill; and problem-solving skill plays a partial mediating role in the relationship between critical thinking skill, computational thinking skill and creative thinking skill and AE, respectively. Additionally, the interview outcomes confirmed the integral role of these four HOTS sub-skills in increasing Chinese students’ AE. This study not only deepens the understanding of HOTS among foreign language educators and teachers, but also provides useful references and insights for improving the quality of online English teaching and learning.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Blended english learning among college students: a mixed-methods study on relationship between higher-order thinking skills and academic engagement

  • 期刊论文

  • 发表日期：

    2026年1月28日

查看全文
  • Yanping Rui,
  • Huiyi Jin

摘要

With the rapid advancement of educational digitization, the blended teaching model that organically integrates online and offline learning has become widely adopted in college English classrooms. This study adopts a mixed research method combining structural equation modeling (SEM) and semi-structured interviews to explore the intrinsic association between college students’ higher-order thinking skills (HOTS) and academic engagement (AE) in the blended teaching environment. Specifically, questionnaires were distributed to 298 non-English major students at a comprehensive university in North China, with 286 valid questionnaires recovered (valid response rate: 96%). To achieve triangulation of the research methodology, 15 participants were invited to take part in semi-structured interviews. The findings reveal that HOTS positively predict AE; critical thinking skill, computational thinking skill and creative thinking skill positively predict problem-solving skill; and problem-solving skill plays a partial mediating role in the relationship between critical thinking skill, computational thinking skill and creative thinking skill and AE, respectively. Additionally, the interview outcomes confirmed the integral role of these four HOTS sub-skills in increasing Chinese students’ AE. This study not only deepens the understanding of HOTS among foreign language educators and teachers, but also provides useful references and insights for improving the quality of online English teaching and learning.