Influencing factors of Chinese EFL students' continuance learning intention in SPOC-based blended learning environment

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere.

Automated summary

The online and offline blended learning mode based on SPOC has become popular in higher institutions due to the COVID-19 pandemic. However, EFL students in SPOC-based blended learning environments still face issues of low participation and persistent intention. This study explores the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment and proposes a theoretical model and a systematic framework for improving their intentions.