Coding example of interview transcripts.

In China, secondary school students enrolled in vocational stream frequently have difficulties in mastering the English language. The mechanical traditional way of teaching and their lack of vocabulary toward the target language often demotivate them in learning. This quasi-experimental study aims to investigate the use of CoI-based blended learning approach to enhance students’ Vocabulary Test Scores (VTS) and Vocabulary Learning Motivation (VLM) in Chinese secondary vocational English as a Foreign Language (EFL) classrooms. Explanatory sequential mixed methods approach was applied by this study. Using purposive sampling method, a total of 86 first-year students at a Technician College in Chongqing, China was allocated to an experimental group (n = 44) and a control group (n = 42). Instruments involving a researcher-developed vocabulary test and VLM questionnaire were used to gather quantitative data, whilst a semi-structured interview was used to gather qualitative data. Both the quantitative and qualitative findings revealed that CoI-based blended learning approach had the potential of enhancing students’ VTS and VLM. Consequently, this research may provide other EFL practitioners with a CoI-based Blended Learning Conceptual Framework for enhancing students’ VTS, VLM and insights into the potential of blended teaching supplements through the lens of the CoI framework.在中国，中等职业学校学生普遍难以掌握英语语言。僵化刻板的传统教学模式，加之目标语词汇储备不足，常会削弱学生的英语学习积极性。本准实验研究旨在探究，在我国中等职业学校英语作为外语（English as a Foreign Language，EFL）课堂中，应用基于交互共同体（Community of Inquiry，CoI）的混合式学习方法，对提升学生词汇测试成绩（Vocabulary Test Scores，VTS）与词汇学习动机（Vocabulary Learning Motivation，VLM）的作用。本研究采用解释性序贯混合研究方法，通过目的抽样法选取中国重庆某技师学院的86名一年级学生作为研究对象，将其分为实验组（n=44）与对照组（n=42）。研究工具包含研究者自编的词汇测试卷与词汇学习动机（VLM）调查问卷，用于收集定量数据；同时采用半结构化访谈收集定性数据。定量与定性研究结果均显示，基于CoI的混合式学习方法具备提升学生词汇测试成绩（VTS）与词汇学习动机（VLM）的潜力。综上，本研究可为其他英语作为外语（EFL）教学从业者提供一套基于CoI的混合式学习概念框架，以助力提升学生的词汇测试成绩（VTS）与词汇学习动机（VLM），同时为从交互共同体框架视角探究混合式教学辅助手段的应用潜力提供参考思路。