Exploration of the English language learning experiences among Chinese International High School Students (CIHSS) in a blended learning environment

Abstract

Chinese international high school students (CIHSS) faced unique challenges in English language learning as they navigated a blended learning environment that integrates local English as a Foreign Language (EFL) course with online English as a Second Language (ESL) programs, such as the Ontario Secondary School Diploma (OSSD). While research on international students has been extensive at the higher education level, studies on CIHSS, particularly in blended learning contexts, remain scarce. These students often experience difficulties related to vocabulary, workload, cultural unfamiliarity, and limited support for academic reading and writing. This study examines the English language learning experiences of CIHSS in the context of blended learning environment, focusing on their successes, challenges, and the strategies they employ to navigate academic and cultural adaptation. Adopting a qualitative multiple case study approach, this research follows Creswell’s six steps of qualitative inquiry and collects data through semi-structured interviews, classroom observations, and document analysis with six purposively selected participants from a Chinese international high school. NVivo 12 was used for thematic analysis, ensuring systematic coding and interpretation. Findings reveal four major themes about success and challenges in their English language learning experiences: motivation, academic performance, interaction, and technology. Successes include goal setting, self regulation, improved academic literacy, peer collaboration, and effective use of digital tools, while challenges involve workload stress, vocabulary limitations, passive participation, social isolation, and difficulties adapting to digital platforms. Drawing on Kolb’s Experiential Learning Theory, Sociocultural Theory, Social Cognitive Theory, and Berry’s Acculturation Framework, the study highlights self-regulation and integrative acculturation as key factors in CIHSS’ academic success. Building on these findings, persistent issues such as cultural barriers, fragmented learning strategies, and digital distractions point to the need for targeted interventions, including structured vocabulary and academic literacy support, culturally responsive feedback, and balanced workload design in blended learning environment. This study makes a substantial contribution to the blended language learning environment by bridging gaps in existing literature, proposing a novel conceptual framework, and offering practical recommendations for students, educators, and institutions.