An Investigation into the Factors Influencing Secondary School Students Deep Learning of English in a Dual-Line Blended Teaching Model

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Chen Shijia
Chen Shijia
1 Jiangsu University

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With the development of information technology, online teaching has gradually developed to the stage of dual-line blended teaching, but the current development level is not yet high, and it is not deeply integrated with subject teaching. This study aims to clarify the factors influencing secondary school students’ deep learning of English under the dual-line blended teaching mode. To this end, the article first proposes a hypothesis on the factors influencing secondary school students’ deep learning of English in a dual-line blended teaching model. The article then used questionnaires and structural equation modelling to test the hypotheses and validate the model. The results found that: secondary school students’ English deep learning level is moderate; deep learning is influenced by student factors, teacher factors, interaction factors and environmental factors.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

Chen Shijia. 2026. \u201cAn Investigation into the Factors Influencing Secondary School Students Deep Learning of English in a Dual-Line Blended Teaching Model\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 23 (GJHSS Volume 23 Issue G6): .

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Efficient secondary school teaching and deep learning impact academic performance in English.
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GJHSS Volume 23 Issue G6
Pg. 19- 24
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: LCC: LB1028.43
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v1.2

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July 10, 2023

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English

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With the development of information technology, online teaching has gradually developed to the stage of dual-line blended teaching, but the current development level is not yet high, and it is not deeply integrated with subject teaching. This study aims to clarify the factors influencing secondary school students’ deep learning of English under the dual-line blended teaching mode. To this end, the article first proposes a hypothesis on the factors influencing secondary school students’ deep learning of English in a dual-line blended teaching model. The article then used questionnaires and structural equation modelling to test the hypotheses and validate the model. The results found that: secondary school students’ English deep learning level is moderate; deep learning is influenced by student factors, teacher factors, interaction factors and environmental factors.

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An Investigation into the Factors Influencing Secondary School Students Deep Learning of English in a Dual-Line Blended Teaching Model

Chen Shijia
Chen Shijia Jiangsu University

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