Chinese university EFL learners’ perceptions of a blended learning model featuring precision teaching

Abstract

The present quantitative study aims to explore how students perceived the incorporation of precision teaching with Pinpoint, Record, Change, and Evaluation (PRCE) in a blended English course. This study surveyed 80 non-English majors at a Chinese university and utilised a questionnaire that focused on online learning experience, interaction, teaching quality, and evaluation, and overall satisfaction. The analysis of students’ responses showed that the blended design based on precision teaching gained positive learner perceptions due to its greater spatial and temporal flexibility, accessibility, targeted classroom instruction, increased learning autonomy, and more learner-instructor interaction. This study also established that learners’ positive attitudes towards blended learning featuring precision teaching were significantly linked to teaching quality and evaluation. The findings are discussed in alignment with those of earlier research, and practical implications for foreign teaching and learning in Chinese universities are also provided.

Keywords

• Precision teaching
• overall satisfaction
• blended learning
• learner perceptions