Biotechnological Insights into the Effects of Blended Reading Strategies on Mental Health and Academic Achievement Among Chinese College Students

Abstract

The importance of English proficiency, particularly reading comprehension, is paramount in Chinese higher education due to graduation requirements involving specific English tests. This study introduces a novel "reading strategy model" designed to transform Chinese college students into active learners by leveraging structured guidance provided by educators. The core objective of this strategy is to foster self-directed learning, thereby enhancing academic performance and personal development outside traditional classroom settings. Employing a mixed-methods approach, this research assessed the efficacy of blended reading strategy teaching on the mental health and academic achievements of Chinese college students. Preliminary results, derived from a comprehensive questionnaire, indicate that this pedagogical approach positively impacts students' attitudes and performance, suggesting its superiority over more conventional methods in fostering a student-centered learning environment. Despite its promising outcomes, the study faced limitations due to its small sample size and the absence of a control group, which could affect the generalizability of the findings. Future research is recommended to expand upon this study’s framework with a larger cohort across diverse educational settings to validate and refine the proposed reading strategy model. This could provide further insights into the biotechnological applications in educational strategies and their impact on learning efficiency and mental health in academic environments.