The New ABCs of Learning: AI, Blended Learning and Cultural Adaptation in Chinese Higher Education
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i6.4693
Abstract
The teaching by foreign teachers in English language to students in China has seen increased prominence, largely tied to stronger ASEAN-China relations. This study evaluated innovative teaching strategies — blended learning and gamification — at Jilin International Studies University (JISU) and comparable institutions. Using a survey of 250 students, we examined the impact of these approaches on language proficiency gain, with learning satisfaction and cultural adaptation as mediating variables. Our findings revealed that blended learning and gamification significantly improve language proficiency, with learning satisfaction and cultural adaptation playing crucial mediating roles. Specifically, our results showed that blended learning (β = 0.31, p < 0.01) and gamification (β = 0.39, p < 0.01) positively affected language proficiency gain. Moreover, learning satisfaction (indirect effect = 0.11, p < 0.05) and cultural adaptation (indirect effect = 0.15, p < 0.05) mediated the relationships between these pedagogical approaches and language proficiency gain. The results provide policy recommendations for optimizing foreign language programs, including integrating comprehensive cultural modules and advanced AI chatbots for practical language practice.
Keywords
foreign language pedagogy, foreign language acquisition, blended learning, gamification, learning satisfaction, cultural adaptation.
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[3]Deterding, S. (2015). Gamification in language education. ELT Journal, 69(3), 299–308.
[4]Ellis, R. (2017). Task-Based Language Teaching. Oxford.
[5]Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course. Routledge.
[6]Cook, V. (2008). Second language learning and language teaching. Hodder Education.
[7]Celce-Murcia, M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
[8]Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.
[9]Nation, I. S. P., & Newton, J. (1997). Teaching vocabulary. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching (pp. 100-114). Cambridge University Press.
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[11]Holec, H. (1981). Autonomy and foreign language learning. Oxford University Press.
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[13]Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
[14]Horwitz, E. K. (2001). Language anxiety and achievement. The Modern Language Journal, 85(2), 155-165.
[15]Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
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[17]Chen, X., & Wang, L. (2022). Blended learning in Chinese universities. Computer-Assisted Language Learning, 35(4), 1–18.
[18]Zhang, Y., et al. (2021). Moodle in Asian language teaching. TechTrends, 65(3), 410–420.
[19]Ismail, H. (2020). Cultural immersion in foreign language pedagogy. ASEAN Journal of Applied Linguistics, 8(1), 22–40.
[20]Ahmad, R., et al. (2023). Podcasts in L2 foreign learning. Journal of Educational Technology, 14(2), 45–60.
[21]Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2019). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
[22]Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
[23]Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135.
Copyright © 2026 Nurshadira Mohd Raof, Liming Liu, Dan Luo, Syarizal Abdul Rahim
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