Factors Influencing Speaking Proficiency Improvement in EFL Students under SPOC-based Blended Learning

Abstract

This study examines the impact of a SPOC-based blended learning model on enhancing EFL learners' willingness to engage in speaking practice, with a particular focus on Chinese university students. Although English education has gained prominence in China, many students still face significant challenges in developing spoken proficiency due to a lack of practice opportunities and high levels of anxiety. By integrating insights from the Technology Acceptance Model (TAM) and Expectation Confirmation Model (ECM-ISC), this research addresses these issues by demonstrating how the SPOC blended learning approach can effectively support language learning. Using a sample of 396 students from Chengde, Hebei Province, data analysis through SPSS and AMOS showed that the SPOC model enhances learners' confirmation and perceived usefulness. This increased perception of usefulness and alignment with expectations contributes to a reduction in anxiety, ultimately leading to a greater willingness to participate in speaking activities. As a result, the SPOC model not only improves learner engagement but also provides a practical and scalable solution for overcoming key obstacles, such as anxiety, in EFL speaking practice. These findings highlight the model’s potential as an effective approach for fostering spoken English proficiency in higher education settings.