The Instructional Guidelines of Business English by Using Blended Learning for Undergraduate Students in Chongoing Vocational College of Media

Ziwei Song; Chananporn  Areekul; Kusuma· Yamgate

Authors

Ziwei Song Faculty of Education, Srinakharinwirot University, Thailand
Chananporn Areekul Faculty of Education, Srinakharinwirot University, Thailand
Kusuma· Yamgate Faculty of Education, Srinakharinwirot University, Thailand

Abstract

This study aims to explore the instructional guidelines for applying blended learning in Business English education, with undergraduate students at Chongqing Vocational College of Media as the target group. A questionnaire survey and statistical analysis were employed to investigate students’ performance in five key dimensions: learning attitudes and motivation, perceptions of blended learning, learning activities and resources, autonomy and responsibility, as well as learning outcomes and skill development. The findings reveal that most students hold a positive attitude toward blended learning, particularly recognizing its effectiveness in enhancing intercultural communication, fostering learner autonomy, and improving professional English skills. However, challenges remain in areas such as the attractiveness of learning resources, the sustainability of learning motivation, and the interactivity of digital platforms. Based on these results, the study recommends enriching digital learning resources, strengthening teachers’ competence in digital pedagogy, aligning curricula with career-oriented goals, and establishing continuous assessment and feedback mechanisms. This research not only provides practical insights for improving Business English curricula but also offers theoretical support for vocational colleges in advancing effective blended learning practices.

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