Abstract—Educators around the world are seeking for more efficient strategies to improve the quality of Education. In China, English is the second language, which determines it is different from the learning of native language. In the context of globalization, English teaching and learning can not merely rely on traditional approaches, especially we have undergone the global epidemic period. This research investigates the impact of a carefully designed blended learning model on secondary school English language education. The research findings reveal a substantial and positive effect on students’ language performance, with a large effect size indicating the practical significance of the approach. These findings have implications for educators, curriculum developers, and policymakers seeking to enhance language education in secondary schools. 
 

Keywords—blended learning, English language education, technology, students’ language performance 

Cite: Gege Hu, "Application of Deep Blended Learning for English Education in Secondary Schools in China," International Journal of Learning and Teaching, Vol. 10, No. 5, pp. 597-607, 2024.

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