THE INSTRUCTIONAL GUIDELINES OF BUSINESS ENGLISH BY USING BLENDED LEARNING FOR UNDERGRADUATE STUDENTS IN CHONGOING VOCATIONAL COLLEGE OF MEDIA

Abstract

This study investigates the effectiveness of blended learning in Business English instruction at Chongqing Vocational College of Media. Employing a mixed-methods design, the research combined quantitative data from 140 student questionnaires with qualitative insights from seven participants, including supervisors, instructors, and experts. The quantitative analysis, conducted through descriptive statistics, reliability tests, and Pearson correlation, revealed generally positive attitudes toward blended learning, with strong associations among motivation, engagement, self-regulation, and perceived learning outcomes. The qualitative findings reinforced these results, emphasizing flexibility, autonomy, and enhanced classroom participation, while also identifying challenges such as limited integration of online and offline components and the need for institutional support. Together, the findings demonstrate that blended learning not only promotes motivation, engagement, and independent learning but also serves as a sustainable instructional model for vocational Business English education. The study concludes with pedagogical implications and recommendations for strengthening course design, teacher training, and institutional policies to better align Business English instruction with professional and industry demands.

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