Cardinal Tien Jr. College of Healthcare & Management
This study attempts to investigate the key factors that contribute to a satisfactory blended learning norm in an English for specific purposes classroom in Taiwan. In achieving the goal, the study utilizes Special Private Online courses (SPOCs) accompanied with in-class instruction and discussion to facilitate the acquisition of the professional Nursing vocabulary and its related reading comprehension. Questionnaires, distributed to 100 students who were enrolled in one semester ESP course, were based on four dimensions: instructor styles, course characteristics, student attitude and technology support. The qualitative and quantitative results highlight the key factors lying in instructor’s voice and expressing styles, the tangible contents, students’ engagement and adaptive technology assistance. The statistical result showed that the higher scores students gained in vocabulary and reading comprehension tests, the much amount of time they had spent in SPOCs. Both high and low achievement students considered blended learning as a beneficial trait in acquiring difficult professional nursing vocabulary and reading than teacher-directed instruction alone. They also approached that adaptive and useful e-learning contents are key to continuously concentrate on online learning.