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The success of blended learning depends on many factors. Among these, adaptability, though acknowledged as an important issue in blended learning, warrants further study, together with its influencing factors. This study aimed to explore non-English majored learners’ adaptability to blended learning in College English from the perspective of English teachers. Semi-structured interviews with 16 English instructors from five universities were conducted, and the interview transcripts were qualitatively analyzed. The results showed that the non-English majored learners were not perceived to have fully adapted themselves to the new mode of College English, and their adaptability was highly affected by agentive factors and contextual factors. The findings emphasize the key role of learners’ adaptability in blended learning environments. Additionally, this study further provides a vital insight for administrators and instructors to reconsider the role of learners’ responses to the blended learning mode and apply this understanding to improve achievement in English courses.

A Qualitative Study on Non-English Majored Learners' Adaptability to Blended Learning in College English: Perceptions From Instructors