Effects of Applying Blended Teaching Approach to English Sentence Translation for Vocational High School Students

摘要

This study aims to explore the effects of applying blended teaching approach to English sentence translation for vocational high school students. This study adopted quasi-experimental research design with 9-week traditional and blended teaching sessions for two classes of students. Learning attitude questionnaires for pre- and post-teaching sessions, learning satisfaction questionnaire, interview, pre- and post-tests, and students’ records were analyzed by ANCOVA, one-sample t- test, and paired t-test. The results of the study show that there is no significant effectiveness found in the blended-teaching group. Also, the students in the blended teaching group show significant learning satisfaction than those in the traditional teaching group. Finally, there is significant difference found in learning attitudes among the two groups of students.