本文是一篇英语论文，笔者认为高中生在混合学习环境中的EFL互动特征由三个维度组成：“与同伴的互动”、“与英语教师的互动”和“与资源的互动”。这三个维度的平均值在性别和年级方面没有显著差异，并且这三个方面彼此高度正相关，即“与同龄人互动”、“与英语教师互动”和“与资源互动”，将随着彼此的上升而上升，随着彼此的下降而下降。
Chapter One Introduction
1.1 Research background
In recent years, with the rapid development of modern education technology, the internet and multimedia technology in English teaching has been increasing day by day (Guo, 2014). The rapid development of digital technology is gradually changing the traditional teaching environment and methods, providing a new direction for English teaching. Foreign language educators should make full use of advanced digital technologies to maximize the absorption and inheritance of the original classroom teaching advantages. As a result, a round of middle school English curriculum reform based on Internet and multimedia technology has emerged in middle schools across our country. Many middle schools have thrown a large amount of financial, human, and material resources to develop autonomous learning systems and online teaching systems, which provide a new platform for English teaching. However, due to the lack of correct learning strategy guidance and strong self-discipline, many students are prone to problems such as playing games, chatting, and watching videos when performing autonomous learning tasks under the network environment, making autonomous learning systems and online teaching platforms difficult to play its due role. In face of this situation, blended learning emerged, and it organically combined traditional classroom learning and online learning together. What’s more, it gives full play to the respective advantages of these two learning modes and it has become the mainstream mode of current information-based learning.
1.2 Research purpose
The blended learning model combines the advantages of traditional learning and online learning, takes the essence, and removes the dross (Guo, 2014). It not only plays the leading role of teachers in guiding, inspiring, and monitoring the teaching process, but also fully reflects the students’ initiative, enthusiasm, and creativity as the main body of learning. This study attempts to apply the blended learning model to high school students’ EFL interaction, where teachers can provide students with high-quality learning resources on the network platform and students can adopt corresponding learning methods according to their actual learning conditions. Students with learning difficulties can choose to consolidate basic knowledge, and students with strong learning abilities can choose extracurricular knowledge to expand their learning content. If they encounter difficult problems during the learning process, they can ask teachers or other students for help through the internet at any time. During the epidemic, offline teaching sometimes is not guaranteed, and it needs to be supplemented by online lessons, videos, mobile APPs, and other platforms. Students learn English in a diversified development direction, and teachers pay more attention to cultivating students to learn English through various interactions in a blended learning environment.
Chapter Two Literature Review
2.1 Blended learning
2.1.1 Definitions of blended learning
Blended learning, of which English name is "blending learning" or "blended learning", was first proposed by foreign scholars and used for corporate training. Due to the different perspectives of researchers in China, there are many translation methods, among which the most used translation method is "blended learning". Since the idea of blended learning was put forward, it has attracted the attention of a lot of scholars, and the majority of those people have continued to explore its theory and practice.
Driscoll (2002) believed that blended learning is a combination of any form of teaching technology and a face-to-face teacher training method, and it is also a combination of teaching technology and specific tasks, in order that it can form a good learning or work effect
