An Action Research on the Application of Blended Learning in English Phonetic Teaching in Middle School

Abstract

This research explores the eff ective use of blended learning to improve English phonetics instruction in middle school. Questionnaire surveys and analysis were conducted among students and teachers in a middle school in Guangzhou. The study aims to fi nd out how to build an eff ective blended teaching model for middle school English phonetics.
The research utilized questionnaires, interviews and other methods. Ninety students in two parallel classes participated in the study, with three rounds of action research conducted using the teaching activities from the Guangzhou Oxford Edition Junior High School English 7th Grade Book (Volume 2). The research resulted in a blended learning model for English phonetics in middle school, incorporating classroom-based instruction, micro-teaching, and fl ipped classroom techniques.
The fi ndings suggest that the blended learning model has broad application prospects in English phonetics teaching, although the research has limitations such as short duration and a small sample size. Future research should focus on adjusting and improving the teaching model to cater to diff erent students’ learning needs and characteristics and enhance English phonetics’ eff ectiveness in middle school.