Abstract—This research aims to explore the competence of rural junior high school English teachers in Western China under the blended learning background and provide strategies to enhance their competence. The study employed a mixed-methods approach, including surveys, interviews, and observations, to collect data from a sample of rural junior high school English teachers in Western China. The findings indicate that the competence levels of these teachers are generally low, and the challenges they face in implementing blended learning include a lack of training and resources, insufficient support from school administrators, and inadequate student motivation. Based on the findings, the study proposes several strategies to enhance the competence of rural junior high school English teachers in Western China under the blended learning background, including providing training and professional development opportunities, increasing support from school administrators, and implementing student-centered approaches to motivate students. The study concludes with recommendations for further research in this field.
 

Keywords—English teacher, competency, blended learning, rural junior high school

Cite: Weiwei Hu, "Research on the English Teachers Competence of Rural Junior High School in Western China from the Perspective of Blended Learning," International Journal of Learning and Teaching, Vol. 10, No. 1, pp. 14-19, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.