College Students' Behavioral, Emotional, and Cognitive Reading Engagement in Blended Reading Classrooms

This study employed a composite questionnaire comprising four adapted scales designed to assess students’ behavioral, emotional, and cognitive reading engagement as well as their perceptions of teacher support in college blended reading classrooms.
A convenience sampling method was employed to recruit 300 college students from Z University, which is located in Z Province, China. The utilization of the sample, data, and data analysis procedure of the present study has been approved by the medical ethics committee of Department of Psychology and Behavioral Sciences. The participants consisted of sophomore and junior students from various majors, all enrolled in parallel classes of either College English III or College English IV instructed by the same teacher.
The questionnaire employed in this study was administered digitally through the WJX online survey platform (https://www.wjx.cn/), which is a widely used and reliable data collection tool in pedagogical research. Distribution occurred during the concluding weeks of the fall semester in 2022, ensuring that the participants had sufficient experience with the blended reading environment to provide informed responses.