Wang Wenjing, Jeremy Morales
ABSTRACT
This study examined the relationships among the extent of implementation of the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) instructional model, teachers’ self-efficacy, and students’ engagement in College English at Guangzhou City Polytechnic. A mixed-methods design was employed, involving 305 students and 15 English teachers. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation, while qualitative data were examined through thematic analysis. Findings revealed that the BOPPPS model was implemented at a very high level across instructional dimensions. However, teachers demonstrated an overall low level of self-efficacy, particularly in adapting instruction and coping with changes. Student engagement was rated moderate by students but lower by teachers, indicating perceptual discrepancies. Correlation analyses showed that BOPPPS implementation was significantly associated with teachers’ efficacy in adapting instruction and positively correlated with students’ cognitive, affective, and behavioral engagement, especially in the post-assessment and summary stages. Qualitative findings identified challenges including classroom management demands, student resistance to active learning, technological constraints, and time limitations. The results underscore the importance of structured instructional design in enhancing student engagement while highlighting the need for targeted professional development to strengthen teacher self-efficacy. The study contributes empirical evidence on the pedagogical value of the BOPPPS model in vocational higher education and provides a basis for strategic instructional improvement in College English contexts.
Keywords: BOPPPS model, teaching efficacy, student engagement, College English, English teachers, self-efficacy, interactive learning, participatory learning
https://doi.org/10.57180/xnjw8801