Examining Teacher Support in Blended Reading Classrooms for College Students’ Academic Achievement

A convenience sampling method was employed to recruit 300 college students from Z University [ 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.], which is located in Z Province, China. The participants consisted of sophomore and junior students from various majors, all enrolled in parallel classes of either College English [ College English is one of the compulsory subjects for Chinese college students that provides systematic training in reading skills. Students are required to take 32 hours of classes every semester and participate in a standardized in-house English proficiency test at the end of term.] III or College English IV instructed by the same teacher. This homogeneous instructional context helped control for potential student-related variables.
This study employed a composite questionnaire comprising four adapted scales designed to assess: (1) students’ perceptions of teacher support, and (2) their reading engagement across behavioral, emotional, and cognitive dimensions.