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The blended setting combines task-based online learning, group-based peer learning, and class-based traditional instruction, taught by one teacher in an experimental class versus a traditional-learning class. Results show experimental participants significantly outperform controls, especially in English writing, indicating blended learning improves practical English abilities for adult learners.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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learners’ English acquisition in a blended learning environment  \nChunlin Yao  \nTianjin Chengjian University  \nThe study uses apre-test, post-test experimental randomised control group design to examine the effects ofa blended learning environment on Chinese adult learners’English acquisition. At the initial stage the study constructed a blended learning environment composed of three parts: task-based online learning, group-based peer learning and class-based traditional learning. Then the study chose two classes with no significant difference in their English abilities as experimental class (EC) and control class (CC) randomly. During the following term one teacher taught theECand the CC with a blended learning environment or a traditional learning environment, respectively. Atthe end of the term, the study examined the learners’English abilities in the aforementioned classes. This study found that learners in EC significantly outperformed those in CC, especially in English writing abilities. The findings indicate that a blended learning environment can improve Chinese adult learners’English acquisition, especially their practical English abilities.  \nKeywords: adult learner; English acquisition; Blended learning environment  \n116 Chunlin Yao  \nIntroduction  \nIn China adult education is not compulsory. Currently it is an important way for individuals to improve their working abilities. Adult learning in China was established as early as 1949, the year of the establishment of the People’s Republic of China. In the first decade, adult education served as the most important strategy to eliminate illiteracy. Unfortunately, from 1966 to 1976 Chinese society veered into a different direction. At that time, formal education in China was transferred into a ‘moral cultivation institution’. As a result, the Chinese government forbade adult education. In 1978, the Chinese government re-established the adult education system. From that time on, tertiary adult education in China has developed quickly. In the 21st century, society is developing fast and science and technology are renewing rapidly. The nations are keeping pace with the era are required to be continually learning. Regarding this trend, the Ministry of Education of the People’s Republic of China (2010) issued its National Ten Year Educational Reform and Development Program (2010–2020). One of the three goals that the program established was to cultivate a learning society by 2020.  \nThe 13th National Five Year Plan (National Development & Reform Commission, 2016) reaffirmed the significance of lifelong learning, including expanding the channels of continuing education and lifelong learning; promoting education information; developing distance education and expanding the distribution of quality education resources. From then on, the numbers of adult students quickly increased. According to data issued by National Bureau of Statistic of China (2017), there were 12,293,212 adult learners studying in over 1500 universities.  \nAnother important goal for adult education is to improve the quality of education. According to the People’s Republic of China, adult college graduates are required to complete their adult learning tasks by studying and working part-time within three to four years. They must complete all the courses that other college students are required to complete.  \nForeign language (English) acquisition is a compulsory course for adult college students. As adult college students lose the critical period of learning a foreign language (Bialystok & Hakuta 1994) and they are in different learning environments with other students (part-time working and learning versus full time learning), the challenges that they face, and the strategies and resources they use to overcome those  \nA case study of Chinese adult learners’ English acquisition in a blended learning environment 1","cbCaisisZqmlsWBt","https://ap.wps.com/l/cbCaisisZqmlsWBt","pdf",1539026,21,"English","# Introduction\n## Adult education development and lifelong learning goals\n## Language acquisition context and practical ability requirements\n## Blended learning policy background\n# Literature review\n## Origins and conceptual development of blended learning\n# Method and design\n## Research questions and hypotheses\n## Experimental and control classes\n# Findings and implications\n## Effects on English acquisition and writing abilities","[{\"question\":\"How was the study designed to test blended learning effects?\",\"answer\":\"The study used a pre-test/post-test experimental randomized control group design, assigning two classes with no significant initial difference in English ability as the experimental class and control class.\"},{\"question\":\"What learning components were included in the blended learning environment?\",\"answer\":\"The blended environment comprised task-based online learning, group-based peer learning, and class-based traditional learning.\"},{\"question\":\"What were the main outcomes for the experimental group versus the control group?\",\"answer\":\"Learners in the experimental class significantly outperformed those in the control class, with especially strong gains in English writing abilities.\"}]","Australian Journal of Adult Learning - A case study of Chinese adult learners’ English acquisition in a blended learning environment | PDF",1792075260,53]