THE EFFECT OF PRACTICE-INQUIRY THEORY INTEGRATED IN BLENDED ENGLISH PERSONALIZED LEARNING ON STUDENTS’ ATTITUDE

Abstract

Since the post-COVID-19 era, institutions around the world have gained experience in digital teaching. In this study, the purpose is to promote an active English reading attitude within blended learning environments via the promotion of practice inquiry. Well-designed quasi-experiment exploration was used in AnShun No.2 high school in China for 12 weeks, and a total of 216 secondary pupils from the intact class were randomly allocated to EG and CG groups. Contrasting educational innovation samples t-test of between-group results revealed significant differences, with a positive attitude increase of 5.79 in EG. Admittedly, the intellectual value and comfort calculations have increased to M= 2.69, p=.002 and M=2.21, p=.001. Also, slight increases are evident in dimensions of anxiety (M=.41, p=.036) and practice values (M=.48, p=.044). Student attitudes are positive since the fulfillment derives from the innovative reading method. Give a practical example of blended pedagogy in secondary instruction. Using practical classroom pedagogy, trainers can stimulate the trainees' interest in learning English and further optimize their self-determination.