Critical Success Factors Influencing English Learning Outcomes in Blended Learning Environments

Ming Li and Zhonggen Yu

SAGE Open, 2025, vol. 15, issue 1, 21582440251320052

Abstract: As the years progress, blended learning has risen in popularity. In light of a lack of systematic research on the significant intertwined influence on English learners’ academic success, this empirical study attempted to reveal critical success factors of students’ English learning outcomes in the blended learning environment based on the extensive review of previous studies. This study developed a novel model to investigate and assess the key factors that affect students’ learning success. Accordingly, this study adopted a questionnaire survey as a research instrument. Based on the survey data from 1,478 university students in China, this study used structural equation modeling by AMOS (version 24.0) to analyze the survey data and validate the proposed model. The results of this study revealed that learner attitude, self-identity, and course design were the predominant factors for learners’ academic success. Besides, learning outcomes and self-identity could significantly impact learners’ learning intentions and behaviors.

Keywords: critical success factor; blended English learning; blended learning environment; English learning outcomes; academic success (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440251320052 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:1:p:21582440251320052

DOI: 10.1177/21582440251320052

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().