It can be seen from the above table that the α coefficient of each factor reaches 0. 800 and above, and they are acceptable levels, the Cronbach Alpha coefficient of the total scale is 0.942>0.9. The Cronbach Alpha coefficients of each dimension: "Interaction with Peers, IP", "Interaction with English Teachers, IET", "Interaction with Resources, IR", are all beyond 0.9, indicating that the reliability of the questionnaire is very good, the internal stability and consistency of the various factors of the scale are high, and the test results of the questionnaire are reliable.
Chapter Five Conclusion
5.1 Major findings
5.1.1 Characteristics of high school students’ EFL interaction in blended learning environment
The characteristics of high school students’ EFL interaction in the blended learning environment are composed of three dimensions: "interaction with peers", "interaction with English teachers" and "interaction with resources". The mean values of these three dimensions are not significantly different in terms of gender and grade, and these three dimensions are highly positively correlated with each other, namely "interacting with peers", "interacting with English teachers" and "interacting with resources", will rise as each other rises and fall as each other falls.
In terms of interaction with peers, most students believe that under the blended learning environment, students not only establish more connections with their peers, but also they acquire English knowledge and skills, and assist each other in English learning. Not only that, students promote their critical thinking, engage in English activities together, and learn, communicate and discuss with each other in the blended learning environment. But the blended learning environment is also not conducive to monitoring and evaluation among group students. Students prefer to work together, help each other and communicate with each other, but few students like monitoring and evaluation.
In terms of interaction with English teachers, the students affirm that the use of electronic devices such as smartphones or pads can help students to interact with teachers. Students have more and more effective communication with English teachers and get more supports and feedback from their English teachers. However, some students think that the blended learning environment is not helpful for them to study more autonomously, and they are prone to desertion and other phenomena.
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