Blended Learning for EFL Speaking Development in Chinese Higher Education: Differential CAF Gains and the Attitude-Mediated Pathway from Course Experience to Motivation

Authors

  • Wu Chen Department of Language and Humanities Education, Faculty of EducationaStudies, Universiti Putra Malaysia (UPM), 43400 UPM Serdang, Selangor, MALAYSIA
  • Lilliati Ismail *Department of Language and Humanities Education, Faculty of Educationa Studies, Universiti Putra Malaysia (UPM), 43400 UPM Serdang, Selangor, MALAYSIA
  • Halimal Jamil Department of Language and Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), 43400 UPM Serdang, Selangor, MALAYSIA

Keywords:

Blended Learning, EFL Speaking, Complexity, Accuracy and Fluency, Learner Attitude, Motivation, Higher Education

Abstract

This paper examines the efficiency of a blended learning speaking course in English as a Foreign Language (EFL) students in Chinese higher education and focuses on the differential learning gains in complexity, accuracy, and fluency (CAF) and the mediator role of learners' attitudes. Based on quantitative results of pre- and post-speaking tests and on questionnaire responses, the research discusses (a) whether students achieved significant improvements in speaking performance at the end of the blended course, (b) what CAF dimensions had the most salient gains, and (c) how the learners' attitudes towards blended learning mediated the relationship between course experience and learning motivation.

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Published

2026-02-12

Issue

Vol. 15 No. 1 (2026): Volume 15, Issue 1 (2026)

Section

Articles

How to Cite

Blended Learning for EFL Speaking Development in Chinese Higher Education: Differential CAF Gains and the Attitude-Mediated Pathway from Course Experience to Motivation. (2026). International Journal of Academic Research in Progressive Education and Development, 15(1), 955-965. https://www.ijarped.com/index.php/journal/article/view/4171