A Study on the Cultivation of College Students' English Autonomous Learning Ability in a Blended Learning Environment

Abstract

With the deepening advancement of educational informatization, blended teaching has become a significant direction in higher education reform, presenting new requirements and challenges for the development of college students' autonomous learning abilities. This study focuses on the cultivation of college students' English autonomous learning ability within a blended teaching environment. The article begins by analyzing the intrinsic relationship between the blended teaching environment and autonomous learning capability at a theoretical level, arguing that they share a symbiotic relationship grounded in constructivism, humanism, and other theoretical foundations. Furthermore, the research delves into the key components of English autonomous learning ability in a blended context, providing a systematic analysis from cognitive, affective-motivational, and behavioral dimensions. On this basis, the study proposes a comprehensive cultivation strategy system centered on scaffolded instructional design, intelligent technology application, and process-oriented assessment feedback. This system aims to construct a teaching framework that effectively stimulates, supports, and enhances students' autonomous learning, thereby offering theoretical references and practical pathways for improving the effectiveness of blended English teaching and fostering students' lifelong learning capabilities.