Author(s)

Lv Lin, ZhiYing Li^*

Affiliation(s)

School of Foreign Studies, South China Agricultural University, Guangzhou 510642, Guangdong, China.

Corresponding Author

ZhiYing Li

ABSTRACT

This study addresses core challenges in College English teaching: insufficient teacher blended teaching competence and limited school-based curriculum adaptability. It constructs a MOOC-based Dual-Teacher Blended Teaching Model, integrating online MOOC instructors and offline teachers into a collaborative community. Implementation involves four approaches: optimizing teaching processes, enhancing information technology application, redefining teacher-student roles, and adopting diversified evaluations. Empirical results show the model significantly improves teachers’ competence and curriculum adaptability, stimulates students’ learning interest, and boosts their autonomous learning ability. Future development of this model will focus on deepening technology integration, diversifying teaching forms, and refining evaluation systems, expected to provide a new paradigm for College English teaching reform.

KEYWORDS

MOOCs; Dual-teacher blended teaching; College English; Teaching model innovation

CITE THIS PAPER

Lv Lin, ZhiYing Li. The dual-teacher blended teaching model for MOOC-based college English. World Journal of Educational Studies. 2025, 3(7): 48-52. DOI: https://doi.org/10.61784/wjes3099.

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