Teaching Effect of the Multi-mode Blended Learning Model from Students’ Perceptions

Blended learning design face a number of key challenges, such as incorporating flexibility, stimulating interaction, facilitating students’ learning processes, and fostering an affective learning climate. In this paper, a multi-mode blended learning model is developed, and the teaching effect is evaluated. It was conducted on the College English classes, which lasted for one semester. Reports from the students’ self-assessment of their language proficiency levels indicate that the multi-mode blended learning approach brings the benefits of improved listening, speaking, reading, writing, and translating competence.