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Abstract：
The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students\' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students\' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students\' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students\' continuance learning intentions in China and elsewhere.
摘要：
由于COVID-19的流行，基于SPOC的线上线下混合式学习模式逐渐成为高等院校流行的教学模式。然而,在基于SPOC的混合学习环境中，英语作为外语（EFL）的学生继续面临着低参与度和持续意向的问题。为了探讨SPOC混合式学习环境下EFL学生继续学习意愿的影响因素,本研究基于扎根理论，从三所高职院校招收48名EFL学生。通过三重编码方法的开放,轴,和基于扎根理论的选择性编码，使用软件Nvivo对深度访谈和焦点小组访谈获得的文本数据进行三重编码分析，EFL学生持续学习意愿影响因素的理论模型(前置影响因素，外部情境因素，和延续意图)被提议。此外,相应地构建了一个基于利益相关者响应的系统框架，以提高基于SPOC的混合学习环境中EFL学生的持续学习意图。本研究可为后续国内外EFL学生继续学习意向影响因素的研究提供基础理论和变量选择参考。
