The Impact of Blended Collaborative Learning on EFL Literary Reading: Cognitive, Affective, and Value Dynamics

This study investigates the mechanism through which Blended Collaborative Learning (BCL) enhances the literary reading abilities of English as a Foreign Language (EFL) learners, with a specific focus on the synergistic effects of cognitive, affective, and value-based factors. Employing a sequential explanatory mixed-methods design that integrated a controlled experiment with thematic analysis, the research revealed that BCL significantly improved learners’ performance in complex literary analysis tasks. This effectiveness was found to originate from multi-perspective conceptual clash, strategic imitation, emotional support, and a responsibility-driven motivation stemming from self-transcendence values. A notable finding was the observed diminishing marginal gains associated with Emotional Intelligence (EI) and Foreign Language Enjoyment (FLE), indicating that BCL provided more substantial support to learners with initially lower levels of EI and FLE. The results demonstrate that BCL fosters a self-reinforcing feedback loop within a cognitive-affective-social dynamic system. The study offers practical implications for designing differentiated BCL interventions tailored to learners’ diverse psychological profiles.