Factors Impacting Student Satisfaction with Blended Learning in English Courses: A Case Study of a Higher Vocational and Technical University in Sichuan, China
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Abstract
Background and Aim: This study investigates the key factors influencing student satisfaction with blended English learning at a higher vocational and technical college in Sichuan, China. With the rapid digital transformation of vocational education, blended learning has become an important approach for improving teaching effectiveness and student engagement. The research focuses on five major variables: system quality, information quality, course design quality, perceived ease of use, and perceived usefulness. Drawing upon the Technology Acceptance Model (TAM) and Information Systems Success Theory, the study aims to examine how these factors influence student satisfaction and to identify effective strategies for enhancing blended learning outcomes. Particular attention is given to the practical application of the U-Campus platform in English language courses, providing empirical evidence to support the optimization of vocational education and blended teaching models.
Materials and Methods: This research employed a mixed-methods approach that combined quantitative and qualitative data collection. A total of 90 valid questionnaires were collected from first-year students enrolled in three academic colleges: Materials Engineering, Economics and Management, and Arts. In addition, 12 students participated in in-depth interviews to provide further insights into their learning experiences. The questionnaire consisted of 29 items measured on a 5-point Likert scale. Content validity was confirmed through expert evaluation with an Index of Item-Objective Congruence (IOC) greater than 0.6, while reliability analysis showed Cronbach’s alpha coefficients exceeding 0.7 for all constructs. A 16-week strategic intervention was implemented to improve blended learning practices. Data analysis was conducted using Structural Equation Modeling (SEM), paired t-tests, and descriptive statistics to evaluate relationships among variables and measure changes before and after the intervention.
Results: The findings indicate that system quality, information quality, and course design quality positively influence both perceived ease of use and perceived usefulness, which subsequently contribute to student satisfaction in blended English learning. Among the examined variables, course design quality (β = 0.290) and perceived usefulness (β = 0.282) were identified as the strongest predictors of student satisfaction. The proposed model explained 61.7% of the variance in student satisfaction (R² = 0.617), demonstrating substantial explanatory power. Furthermore, the strategic intervention produced significant improvements across all variables. For example, the mean score for system quality increased from 3.81 to 4.02 after the intervention (p < .001). Similar improvements were observed in perceived usefulness, course design quality, and overall student satisfaction, confirming the effectiveness and practicality of pedagogical optimization strategies in blended learning environments.
Conclusion: The study concludes that enhancing system functionality, improving course design, and increasing the perceived usefulness of learning activities are essential for promoting student satisfaction in blended English learning. Effective integration of digital learning platforms, combined with well-structured instructional design, can significantly improve learning experiences in vocational education contexts. Educational institutions should therefore invest in technology infrastructure, teacher training, and learner-centered course development to strengthen blended learning implementation. Additionally, continuous evaluation and adaptation of online learning systems are necessary to meet students’ evolving needs. Future research should include a larger sample and additional vocational universities to improve the generalizability of findings and provide broader insights into blended learning practices in higher vocational education.
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