Showing papers on "College English published in 2017"

The evolution of the college English curriculum in China (1985–2015): changes, trends and conflicts

Abstract: English language education has always been accorded paramount importance in China since the mid-1980s In order to improve English teaching quality, China has initiated several rounds of English curriculum reform at various levels against the backdrop of the unprecedented spread of English as a lingua franca Drawing upon the texts of the national curriculum documents and the relevant research literature, this paper examines the evolution of the College English curriculum for non-English majors in Chinese higher institutions over the past three decades It reviews a number of what we see as the most important trends relating to the College English curriculum development, together with some discussion of particularly controversial issues arising from this process We base the paper’s findings on a three-part theoretical framework consisting of social development, students’ needs and knowledge development to identify the factors which provide the impetus for change in the College English curricula

Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom.

Abstract: Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

College English Classroom Teaching Evaluation Based on Particle Swarm Optimization – Extreme Learning Machine Model

Abstract: The quality evaluation of English classroom teaching carries great significance in promoting English teaching reform and raising the quality of English education at university level in China. In this paper, a quality evaluation index system is introduced for the classroom teaching of English as a foreign language (EFL), and an EFL classroom teaching quality evaluation model is built based on the PSO-ELM algorithm with an ELM model constructed for comparison. A comparison shows that the PSO-ELM algorithm can obtain better accuracy with less hidden layer neurons, hence lowering the demand upon experiment samples and strengthening the fitting ability of the model. Experiment results show that the PSO-ELM algorithm is feasible to evaluate classroom teaching of English as a foreign language. The designed English classroom teaching quality evaluation index system is thus confirmed as effective, and is expected to improve the quality and management of classroom teaching of English as a foreign language.

The Challenges and Opportunities for English Teachers in Teaching ESP in China

Abstract: In recent years, English for Specific Purposes has been widely adopted in College English courses, which presents a great challenge for all English teachers. With particular characteristics, ESP calls for the interdisciplinary knowledge to meet the needs of learners. Accordingly, teachers’ role changes dramatically from the traditional language lecturer to multiple roles especially as a cooperator with content teachers. Cooperation with content teachers is a complex process which involves what and how to cooperate. By analyzing the previous researches and different specialisms of English teachers and content teachers, English teachers will not strive to learn as much content knowledge as possible but find their own and unique status in teaching with their linguistic knowledge. In this way a successful teaching of ESP can be achieved. Along with the challenges, ESP also provides a platform to conduct the communicative approach in class. With the equal status and the common ground built in ESP class, communicative teaching will be more effective.

Research on mobile learning model of college English based on WeChat platform

Abstract: English is an important component of higher education system in China, and the traditional English classroom teaching needs to be changed in the new era. Mobile communication network and instant communication tools provide a new teaching platform for the rapid development of college English teaching. As a kind of instant messaging service tool, WeChat should be applied to the mobile learning in college English, which is conducive to the promotion of College English learning, build good atmosphere of autonomous learning, and enhance the learning effect. Based on this, the paper on mobile learning and WeChat makes certain analysis, discusses the advantages of WeChat software which is applied to college English mobile learning, and then discusses the construction of College English mobile learning platform based on the WeChat model. Finally, from a practical point of view, the author explores the significance of developing WeChat based College English mobile learning.

The College English Teaching Reform Based on MOOC.

Abstract: Nowadays the College English course in China is in the deep blue sea which arouses the deep concerns from all walks of life in the society including the students, teaching experts and the English teachers. Based on the MOOC appearing three years ago, the College English class can be more diverse and beneficial by the means of providing the students with the teaching videos, having the opportunities to discuss the problems with teachers and other students before the class, and finishing the tasks assigned cooperatively with others to further their learning. The College English Reform based on MOOC can be perfected through solving some practical problems that need exploring in the future.

Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning

Abstract: Using the cognitive theory of multimedia learning, this study aimed to evaluate the design of one multimedia courseware used for teaching English as a foreign language (EFL) in China and to compare...

Diagnosing university students’ academic writing in English: Is cognitive diagnostic modelling the way forward?

Abstract: The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the checklist items and five writing subskills. This conceptual Q-matrix was refined iteratively via fitting a psychometric model (i.e. the reduced reparameterised unified model) to empirical data (i.e. the checklist marks) through the computer program Arpeggio Suite. The final Q-matrix was found to be valid and useful; it had far fewer parameters but greater power to discriminate masters and non-masters of academic writing skills. The study found that the cognitive diagnostic model (CDM)-based skill diagnosis could identify the strengths and weaknesses in the five writing subskills for students across three proficiency levels and could provide richer and finer ...

Integrating a MOOC into the Postgraduate ELT Curriculum: Reflecting on Students' Beliefs with a MOOC Blend.

Abstract: This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) Understanding Language: Learning and Teaching was integrated into the curriculum of the Master of Arts (MA) in English Language Teaching (ELT) at Coventry University (UK). The MOOC was designed by the University of Southampton in collaboration with the British Council and many of its topics appeared to coincide with those on the MA in ELT module ‘Theories and Methods of Language Learning and Teaching’. The initial blend trialled for the project included all students covering the same topics in various ways, e.g. in face-to-face workshops at Coventry University, on the MOOC with thousands of participants, and on the institutional virtual learning environment – Moodle – with peers on the module. This enhanced blend afforded unique opportunities for reflection on the problematic areas of knowledge encountered by students on the MA in ELT, such as learner autonomy. The work reported here was carried out by one of the authors (Altamimi), an ‘expert student’ who replicated the 1. Coventry University, Coventry, United Kingdom; m.orsini@coventry.ac.uk 2. Coventry University, Coventry, United Kingdom; condegab@uni.coventry.ac.uk 3. Ministry of Education, Isa Town, Bahrain; shoug.altamimi@windowslive.com How to cite this chapter: Orsini-Jones, M., Conde Gafaro, B., & Altamimi, S. (2017). Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCs and other innovations (pp. 71-83). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.mooc2016.672

Research into practice: Scaffolding learning processes to improve speaking performance

Abstract: This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of level of research application – where research is not applied well (task repetition), where it is reasonably well applied (pre-task planning), and where it may have been over-applied (communication strategies). For each area I briefly review the relevant research to highlight how teachers can potentially apply the research findings to scaffold learning processes in speaking. I will also suggest how much of the research is getting through to teachers and being taken up in day-to-day teaching of English. I draw mainly on my own extensive experience as a teacher educator for over 20 years working with pre-service English teachers of bilingual students in Singapore schools and in-service teachers attending professional development courses or pursuing Master's degree studies, as well as college English as a foreign language (EFL) teachers from the People's Republic of China receiving postgraduate teaching certification in English language teaching (ELT) and higher degree qualifications in my university each year. I will also include some observations about classroom practice based on a survey of selected course books.

Research on Across-cultural Communication in College English Teaching based on Cloud Platform

Abstract: Cross-cultural communication is a field of study that looks at how people from differing cultural backgrounds communicate. It is applied in college English teaching more and more. Cloud computing has an important value and significance to solve the problem of college education resource sharing and construction. The construction of cloud platform in universities is to integrate all sorts of educational resources and it can provide rapid and convenient resource storage, sharing, learning and computing services. In this paper we analyse the advantages of cloud platform in the college English teaching, further build a college network English teaching system based on cloud computing, and probe into the construction of an autonomous learning mode in the light of the problems existing in across-cultural communication.

A Study on Listening Strategies Instructed by Teachers and Strategies Used by Students

Abstract: Listening strategy is one of the most important factors that affect the process of listening comprehension. This article makes an empirical study on the listening strategies used by 174 non-English majors and 35 college English teachers. It aims at finding out how students use and teachers teach listening strategies, making comparison and contrast between teachers and students in using listening strategies, and recommending some constructive suggestions related to listening activities.

Computer-Based English Language Testing in China: Present and Future

Abstract: In this special issue on high-stakes English language testing in China, the two articles on computer-based testing (Jin & Yan; He & Min) highlight a number of consistent, ongoing challenges and concerns in the development and implementation of the nationwide IB-CET (Internet Based College English Test) and institutional computer-adaptive English tests, respectively: conceptualizing the construct of computer-based language testing, ensuring fairness for test takers with differing levels of computer literacy, and achieving comparability between tests or tasks of different delivery modes. In this article, we provide an overview of the research studies on computer-based English language testing conducted by Chinese scholars and published in major Chinese academic journals in recent decades, aiming to identify the research topics, gaps, and agendas that could have implications beyond Chinese contexts in promoting better use of computer technologies in and for English language testing.

Acceptance of Mobile Learning in Classroom Instruction among College English Teachers in China Using an Extended TAM

Abstract: In spite of the claimed benefits of mobile learning (M-learning), English teachers still have mixed feelings as to whether to use mobile devises in their classroom or not. The goal of the current study is to explore and identify the key factors which influence Chinese College English teachers' acceptance of mobile technologies in formal classroom instruction. We use an extended TAM consisting of 9 constructs. A questionnaire is distributed to a total of 107 college English teachers from seven institutions of higher learning in South China. The results confirm that the perceived ease of use and perceived usefulness are key variables that positively influence teachers' intension to use mobile technologies. Self-efficacy is also found to be significantly related to teachers' behavior intention in using mobile devices in their classroom followed by the factor of mobile anxiety. Some suggestions are given to accelerate the adoption of M-learning in college English classrooms.

How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry? REL 2017-250.

Abstract: This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade point average and standardized exam scores predict college grades by the urbanicity of students’ hometown and timing of college entry. Among recent high school graduates from both urban and rural areas of Alaska, high school grade point average was a better predictor of college course grades than were SAT, ACT, or ACCUPLACER scores. It was a more powerful predictor of college performance among students who entered college within a year of high school graduation than among students who delayed college entry. For students who delayed college entry, high school grade point average was a better predictor than were standardized exam scores in English, but that was not always the case in math.

Comparison between Peer Feedback and Automated Feedback in College English Writing: A Case Study

Abstract: As written feedback is an indispensable component of instructing and learning process, the implementation of effective feedback plays a key role in improving non-English majors’ writing skill. Peers and automated writing evaluation systems are new, main sources of feedback providers in college English writing. This paper compares three feedback conditions: individual and group modes in peer feedback and automated feedback. Analysis is made on distribution features from feedback types, dimensions of assessment rubric, aspects of organization and linguistic performance, and reflected attitudes. The findings indicate automated mode and group mode take turns dominating in non-corrective feedback and corrective feedback; group mode takes the lead in both direct and indirect feedback; individual, group and automated modes underemphasize global feedback. Dimensions are found to centre on linguistic performance, followed by organization, content and format, differences and similarities of specific aspects and attitudes are also found in all three modes. Further investigations are undertaken into students’ perceptions towards peer feedback and automated feedback, with their respective merits and demerits summed up. On the basis of all the findings, key elements of sociocultural theory are explored to provide multi-dimensional feedback scaffolding for students of lower-intermediate level in facilitating college English writing.

A Study on the Motivational Strategies in College English Flipped Classroom

Abstract: Flipped classroom is a great reform that brings a huge impact on the classroom teaching. Its essence is autonomous leaning, whose effect is determined by students’ motivation. Therefore, to bring the advantages of the flipped classroom into full play, the top priority is to stimulate students’ motivation. The paper makes a study on the motivational strategies to be employed in the flipped classroom.

Calibrating the CEFR against the China Standards of English for College English vocabulary education in China

Abstract: The Common European Framework of Reference (CEFR) (Council of Europe 2001) has, over the past decade, come to be widely used as a reference tool for teaching, learning and assessment (Alderson 2002; North 2014). The focus of the current study is on scaling the China Standards of English (CSE) vocabulary descriptors for College English education in Mainland China, where College English education refers to English language education for non-English major students at tertiary level. A review of the CEFR and the College English Curriculum Requirements (CECR) (Ministry of Education 2007) indicated that the vocabulary descriptors in both documents were inadequate to describe vocabulary knowledge for College English education in China. On the basis of the CEFR and CECR descriptors, a pool of 39 descriptors were collected and categorized. Twenty-two English teachers from a Mainland China university were invited to participate in the study. They were first given the CEFR and CECR vocabulary descriptors, after which they were asked to scale the descriptors with the CEFR as the reference point. Multi-Faceted Rasch Measurement (MFRM) was used to validate teachers’ scaling of the vocabulary descriptors. The MFRM analysis showed that while the descriptors at C1 level were generally ranked as expected, teachers had difficulties in ranking descriptors at the CEFR B1, B1+ and B2 levels. The study indicates that teacher judgement of the scales provides evidence of the CSE scales, and can be a source of valuable information for the future improvement of the CSE.

Developing a blended learning model in an EFL class

Abstract: The application of blended learning approach in foreign language teaching has become quite prevalent in language classes worldwide. As opposed to pure e-learning which involves only electronic media in the learning process, blended learning supplements traditional face-to-face teaching and learning environment with different kinds of technology-based instruction. The basic objective of the present study is to outline a framework of blended learning model in college English teaching applicable in China EFL class environment, and a case study was conducted to investigate its effectiveness. A total of 96 non-English major students who study intensive English at a China's key university participated in the study. The experimental group studied the target course through blended learning strategies, and their performance was evaluated through comparing the results got from a pretest, progress test and post-test, respectively, to check the effectiveness of the model. Questionnaires and semi-structured interviews were also conducted to identify students' evaluation of the blended learning model. It was observed that the participants of the study perceived the model to be useful and helpful for the improvement of their English proficiency. In addition, it was found that the participants in the experimental class received higher scores for their post-test at the end of the study. Based on the main findings, modifications have been made to the model and further suggestions and implications are provided.

English studies: decolonisation, deparochialising knowledge and the null curriculum

Abstract: This paper reports on a desktop review study of undergraduate and postgraduate English studies (both English literature and English language) module offerings (n = 48) of 24 English departments at 17 South African higher education institutions (HEIs) conducted in 2017. The review focused on the presence and purpose of the term, decolonisation, in these module offerings. Framed within deparochialism and a null curriculum, and employing purposeful sampling and explicit inclusion criteria common in systematic reviews and meta-analyses, the study has the following findings: (a) decolonisation has a presence in only three undergraduate module offerings and it is mentioned in only one honours module offering among the 48 module offerings reviewed. (b) All four modules are English literature modules; (c) decolonisation is a module thematic or topical component and is used for critical analytical purposes in the identified modules in varying degrees. (d) In the three undergraduate modules, decolonisation is restricted to African literature or Africa writings and (e) in the postgraduate module, decolonisation is offered as one of the four optional stand-alone modules. Finally, the paper argues for a decolonisation that deparochialises the disciplines of English studies.

'Noisy guests shall not unseat the host': Framing high-stakes English examinations in mainland China’s state-controlled print media

Abstract: There have been growing concerns in recent years about the status of English in China, the most populous country that boasts the largest number of English speakers and learners (Bolton & Graddol, 2012; Wang, 2015). Such concerns are closely associated with the rising importance of the Chinese language worldwide, which seems to signal that ‘English is no longer so important’ (Wei & Feng, 2015: 59). The Chinese government has become much more active in promoting Chinese as an international language through the establishment of Confucius Institutes worldwide. The concerns about the status of English have also been related to the growing assertiveness of China's nationalism. In September 2013, a former spokesman of the Ministry of Education appealed to the public to emancipate children from English and save the Chinese language (Zheng, 2014). In October 2013, the Beijing Municipal Commission of Education announced that the weighting of the English section in the Beijing version of Gaokao, the national university matriculation examination, would be reduced to 100 from 150, starting from 2016. In the meantime, the weighting of Chinese will be increased to 180 (Wei & Feng, 2015). In March 2016, the Beijing Education Examination Authority finalized the decision and set the weighting of Chinese and English in Gaokao to 150 in 2016 (Beijing Education Examination Authority, 2016). In addition to Gaokao, critics have openly challenged whether satisfactory College English Test (CET®) results should be used as a prerequisite for degree conferment in many Chinese universities (Xie, 2014).

Goal Setting as Teacher Development Practice.

Abstract: This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants’ goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set in university settings. This analysis also sheds light on potential factors that help and hinder goal achievement, especially goal commitment and self-efficacy. The article concludes with recommendations related to these areas. The overall aim of this article is to assist teachers and teaching supervisors who may be interested in using goal setting to foster growth in teaching.

Perceptions of Chinese English and Pedagogic Implications for Teaching English in China

Abstract: The global language, English, has now become World Englishes. In this context, there seems to be an urgent need to study Chinese English since China is now the country with the largest English learning and using population. The present chapter is such an attempt. It draws comprehensive data from 984 college students and their teachers at four universities in different parts of China. With two cross-validated research methods (matched-guise technique and focused interview), the study investigates college teachers’ and students’ perceptions of the ideal pedagogic model of college English in the Chinese mainland – Chinese English as opposed to the native-speaker-based norms. The findings suggest that the preferred teaching model of college English in China’s classrooms is a native-speaker-based variety of English (e.g. American English or British English) supplemented with salient, well-codified, and properly implemented features of Chinese English. The chapter also argues that, where possible, college English classes in China should be taught by both local non-native-speaking English teachers (LETs) and native-speaking English teachers (NETs), since students can benefit from the strengths of both types of teachers. In addition, the findings maintain that LETs should be given opportunities for training in English-speaking countries in order to enhance their own English proficiency levels and that only qualified NETs should be recruited to teach college English in China.

The Effect of English Movies on College English Listening Teaching

Abstract: It is commonly acknowledged that listening plays an important role in language learning. Researchers at home and abroad have been diligently pursuing various approaches on teaching listening to improve students’ listening proficiency. Among them, teaching English listening through movies is regarded as one of the effective ways to fulfill the need. However, most of the studies on teaching listening through English movies are theory recounting. What's more, researchers just consider the change of listening achievement in their experimental studies, almost pay no attention to anxiety and motivation, which are believed to be two important determinants of second language learning achievement. The present study explored the effects of utilizing English movies on teaching college English listening with considering anxiety, motivation and achievement.

A case study on the factors affecting Chinese adult students' English acquisition in a blended learning environment

Abstract: Blended learning is a popular trend in college English acquisition for Chinese adult education. In order to study the influence of a blended learning environment to English acquisition and the factors affecting Chinese adult students' English acquisition, 100 of them who study in the School of Continuing Education of North China University of Science and Technology are selected as the research subjects, and the research instruments of questionnaire and interview are used to collect data. The study results show that the blended learning environment in some way can help learners overcome anxieties and cultivate autonomous learning abilities. In addition, those with better academic performances in English acquisition have low levels of anxieties and strong autonomous learning abilities. They use more learning strategies and they are willing to seek academic help. However, those with worse academic performance in English acquisition have high degrees of anxiety and are reluctant to ask others for help when they encounter problems or difficulties, and they do not know how to choose their individual learning strategies and are weak at self-learning abilities.

Construction and Application of the BEST Teaching Mode of College English in Big Data

Abstract: The widespread use of the Internet and Internet-based devices allows people to access big data easily With the emergence of big data, the traditional teacher-centered teaching modes can no longer arouse the learning interest of students and cannot satisfy the needs for their overall improvement A creative and comprehensive teaching mode based on big data environment for students and teachers (BEST) teaching mode was proposed in this study to enhance the teaching effect of teachers and the learning efficiency of students in big data The challenges brought by big data were analyzed in this study, and a corresponding BEST teaching mode was proposed based on big data A case study was conducted, in which the BEST teaching mode was applied to college English teaching SPSS190 was used to analyze the results of the experiment Results demonstrate that the proposed BEST teaching mode allows students to select suitable materials and methods to study and that the proposed mode fundamentally changes the nature of teaching and learning Findings reveal the many advantages of this mode for both the College English teaching and college English learning The proposed novel BEST teaching mode plays a significant role in guiding the revolutionary change in the mode and the means of foreign language teaching reforms in China

Application of Task-based Instruction to College English Reading Teaching for Non-English Majors in Leshan Normal University, Sichuan, China

Abstract: First raised in 1980s, Task-based Instruction (TBI) is an effective teaching method advocated by many foreign language researchers, focusing on the use of authentic language and on asking students to do various kinds of meaningful tasks through the target language. Based on a study carried out in Leshan Normal University, the writer proves that the application of TBI to college English reading teaching can greatly intrigue non-English majors, help them build their self-confidence in English study, cultivate their sense of cooperation in the process of carrying out classroom activities and tasks with their classmates and thus to improve non-English majors’ reading ability. In addition, some suggestions to TBI are also presented for further studies.

Researching into a MOOC embedded flipped classroom model for college English Reading and Writing course

Abstract: There is obvious pressure for higher education institutions to undergo transformation now in China. Reflecting this, the computer and information technology give rise to the development of a Massive Open Online Course (MOOC) embedded flipped classroom. Flipped classroom approaches replace the traditional transmissive teaching with engaging in-class and pre-/post-class work. This paper provides an overview of relevant literature about the emergence of the flipped classroom and its links to pedagogy and educational outcomes, followed by an analysis of the survey results of a one year experiment using a flipped classroom approach which involved 800 students at Shenzhen University. The questionnaire completed by 230 students at the end of the second semester investigated students’ attitudes as well as their perceived benefits and effects of this new approach. The results reveal that the majority of students preferred the flipped method, and over 50% of them felt they were making good progress in many aspects of their English language learning. The paper argues that a MOOC embedded flipped approach promotes student active, autonomous, and collaborative learning skills, and it contributes to a better understanding of technology-enhanced, student-centred learning environments.

A Review on Language Learner Autonomy Research in China (2006-2016): Based on 12 Key Domestic Journals

Abstract: Since the implementation of the 2001 curriculum reform and the release of the 2004 college English requirements, learner autonomy has become one of the most important research themes in the field of ELT in China, especially college English, reflecting the tendency of a learner-centered teaching approach. In this paper, I have reviewed 39 studies about language learner autonomy from 133 articles selected in key journals targeting language education published in mainland China from 2006 to 2016, so as to see what have been the features of related research through the years. In the review process, it is found that influencing factors, improving methods as well as evaluation approaches of learner autonomy have been the dominant themes that attract Chinese researchers’ concern. Among them, improving methods of language learner autonomy have drawn even more attention from Chinese scholars, which have mainly addressed issues related to teachers, learner training and autonomous learning environment. It is also observed that empirical studies have been dominant through the decade and more types of students have been involved in research. However, I also note that there is still deficiency with such studies of language learner autonomy, so suggestions are provided for researchers in the field.