Showing papers on "College English published in 2020"

Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study

Abstract: Many researchers have acknowledged the advantages of process-genre approaches to teaching writing in various genres in a foreign/second language (L2). However, empirical studies examining L2 learne...

A Study of College English Culture Intelligence-Aided Teaching System and Teaching Pattern

Abstract: College English teaching is supposed to cover both language acquisition and culture learning due to the close relationship between language and culture, taking cultural teaching as an indispensible part of college English courses. With the rapid integration of information technology and English curriculum, artificial intelligence has brought new opportunities to college English teaching, and college English cultural teaching methods are now faced with new innovations. In the age of intelligence, to promote teaching quality and learning effect, artificial intelligence technology can be embedded in English teaching practice, exerting its technical advantages and frontier characteristics. In consideration of integrated developing tendency of college English cultural teaching model and modern information technology, the paper is aimed to design and build up an intelligence-aided system so as to extend the depth and width of the application of modern information technology in college English cultural teaching as well as to exploit the great application potential of modern information technology in college English cultural teaching, thus opening a new way and presenting a direction for college English cultural teaching.

Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model

Abstract: Since the 21st century, the cultivation and improvement of college students' English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students' self-management learning ability, stimulate students 'motivation of autonomous learning and activate students' autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students 'autonomous learning ability.

Study on College English Teaching Based on the Concept of Ideological and Political Education in All Courses

Abstract: Ideological and political theory teaching in all courses is an essential requirement and growing tendency of ideological and political education in colleges and universities under new circumstances, the core of which is to explore the ideological and political elements and organically integrate them into different disciplines and courses. With prominent characteristics of instrumentalism and humanism, college English is an important platform for ideological and political theory teaching, which possesses its own unique and huge advantages. Based on the concept of ideological and political education in all courses and aimed at cultivating talents with political integrity and professional competence, this paper discusses the feasibilities of college English teaching with ideological and political education and explores effective ways to realize the idea of “from courses of ideological and political teaching to courses for ideological and political teaching” in college English course from the perspectives of teachers, students, teaching systems, teaching contents and instructional evaluations.

The Realization of Ideological and Political Education in College English Based on Cultural Confidence

Abstract: Ideological and political education is an important content to ensure the direc-tion of education and improve the quality of talent training in China. In recent years, it has been widely concerned by the education system and the society. The traditional ideological and political course is gradually transferred to the curriculum ideological and political education, and provides guidance for the comprehensive promotion of ideological and political education. This paper makes a summary and reflection on the current ideological and political edu-cation in China, introduces the practical significance of cultivating students’ cultural self-confidence through curriculum setting, analyzes the relevance between college English curriculum setting and ideological and political educa-tion, and proposes a path planning for enhancing the relevance.

A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation.

Abstract: In this study, we described and compared an English as a foreign language (EFL) teacher's pedagogical behaviors in traditional and problem-based learning (PBL) classroom settings in a Chinese university. In spring 2019, we collected six 45-min videos, three in each condition, covering three modules: (a) warm-up and vocabulary, (b) essay structure, and (c) writing. The analyses of the teacher's pedagogical behaviors and her interaction with students indicated that the instructor spent most of the instructional time delivering higher-order thinking content in both traditional and PBL classes. The teacher's activity structure influenced students' communication mode. Although the instructor provided students with more group discussion activities in the PBL classroom, lecturing was observed to be the primary delivery method in both classes. These results suggest that the application of PBL strategies in the EFL classroom did not significantly restructure the teacher's pedagogical behaviors, and thus, failed to achieve the goal of providing students with more opportunities for improving their expressive English language proficiency. These findings underscore the need to develop an effective PBL-related curriculum and professional development opportunities for EFL teachers to effectively implement the PBL approach in the classroom.

The relationship of test takers’ learning motivation, attitudes towards the actual test use and test performance of the College English Test in China

Abstract: Test takers’ individual characteristics may have a significant impact on their test performance (e.g. Bachman & Palmer, Language assessment in practice: Developing language assessments and justifying their use in the real world, 2010). However, given their dynamic and context-sensitive nature, different variables of test takers’ individual characteristics were explored in previous empirical research and the multivariate relationships among these variables and test performance varied in different research contexts. This study explored the relationships of test takers’ English learning motivation, attitudes towards the actual test use of the College English Test (CET), a high-stakes test in China, and their test performance. The findings revealed two distinctive dimensions with regards to English leaning motivation and embedded value implications in test use. Meanwhile, test takers’ test performance was positively and negatively affected by their supportive attitudes towards the actual test use of the CET and test-related learning motivation, respectively.

Design of College English Process Evaluation System Based on Data Mining Technology and Internet of Things

Abstract: This article proposes a new idea for the current situation of procedural evaluation of college English based on Internet of Things. The Internet of Things is used to obtain the intelligent data to ...

On the Application of Cooperative Learning in College English Teaching.

Abstract: Cooperative learning is a kind of teaching theory and strategy system based on group. The theory of cooperative learning has been applied in college English teaching and has proved to be fruitful and beneficial. Cooperative learning as a breakthrough and complement against traditional classroom instruction is an efficient teaching approach, which can promote learners’ cognitive ability and improve their competence to use language. This paper intends to discuss the significance of cooperative learning and how to apply this approach in college English teaching to improve students’ overall language competence. Problems faced with the application of cooperative learning are also analyzed and proper solutions are suggested to tackle the problems.

The Construction of College English Online Learning Community under ADDIE Model.

Abstract: Based on collaborative communication, reciprocal learning, and knowledge sharing, the college English online learning community, which is a kind of effective online learning method, can help to build knowledge construction and innovation. Therefore, from analysis, design, development, implementation and evaluation, ADDIE model is utilized to construct college online learning community that is fully combined with network environment, learners, teachers and learning resources, so that English learners’ integrative competences and the level of knowledge construction can be developed; meanwhile, the performance of college English online teaching will be promoted.

A Study on College English High-efficiency Class Based on Blended Teaching Mode of Flipped Classroom

Abstract: Under the background of Internet+education, college English, as a compulsory course for non-English majors, urgently needs a new teaching mode and teaching reform. Aiming at the existing problems of college English teaching, new teaching model of college English course based on blended teaching mode of flipped class will expand the depth of high-efficiency classroom, adding difficulties of the class teaching content, improving students’ academic challenges, and forcing the students to change from passive learning to active learning, thus to enhance the students’ interests in learning, and promote the formation of students’ individualized learning methods and the development of students’ autonomous learning ability.

College English Language Teaching Reform and EFL Lecturers' Teaching Practice: A Case Study in China

Abstract: The rapid expansion and development of newly-upgraded undergraduate colleges and universities across China witnessed a corresponding demand for the teaching and learning of English as Foreign Language (EFL). Accordingly, the Ministry of Education of China implemented the College English Language Teaching Reform (CELTR) to improve the teaching and learning of English language at higher institutions in China. The aim of this paper was to investigate EFL lecturers' perspectives of the CELTR and to what extent the CELTR had enhanced the EFL lecturers' teaching practice, which on converse influenced the effect and implementation of the CELTR. The study involved a total of 92 EFL lecturers from a newly-upgraded university located in Nanyang City in China. Data for the study were collected by using a questionnaire and semi-structured interviews with eight EFL lecturers adopting purposive sampling. The findings indicated that on the whole the EFL lecturers had moderate level of understanding and knowledge of the CELTR, and the lecturers' teaching practice had been satisfactorily enhanced due to the implementation of the CELTR. The college EFL lecturers considered and constantly adjusted their teaching contents, modes, methods and strategies to meet the students' specific needs better, and they tried to motivate the students' interests and participation in the EFL classroom teaching.

A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students

Abstract: Metacognitive strategies concerning general skills, through which learners manage, direct, regulate and guide their learning. For several decades, researchers have recognized the importance of Metacognitive strategy use for successful English listening comprehension. Most of the previous studies of metacognitive strategies use in China have been carried out among undergraduates, but few focus on that of vocational college students. Therefore, it is necessary to carry out investigation into metacognitive strategies use in English listening comprehension among vocational college students so as to give vocational college English teachers pedagogical implications on how to train their students and facilitate their teaching. The aim of the present study is to make a tentative investigation into the metacognitive strategies use in the listening comprehension among vocational college students. The subjects in the present study consist of one hundred and thirty nine vocational college students in the Jiangxi Blue Sky College. And three instruments were involved in the present study. They are questionnaire, listening comprehension test and interviews. The present research has yielded the following findings: 1. Based upon the results, the frequency of students’ metacognitive strategy use frequency is relatively low, and there is a rather large discrepancy among students ' use of metacognitive strategies in listening. 2. The analysis shows that females employ metacognitive strategies more often than males’ students. There is significant difference in the use of planning strategies, monitoring strategies, self-evaluation strategies and self-regulation strategies, and the most significant difference is shown in monitoring strategies.3. From the results, it is found that the higher score the students get, the more frequently they use the strategies. Especially to the monitoring strategies, there is significant difference between the high score and low score students.4. With regard to the relationship between the employment of metacognitive listening strategies and listening comprehension ability, analysis shows that there is a positive relationship between metacognitive strategies and listening comprehension ability. The more frequently they apply the metacognitive listening strategies, the stronger their listening comprehension ability will be.

The Correlation between Students' Writing Anxiety and the Use of Writing Assessment Rubrics.

Abstract: Writing anxiety may occur if students are expected to write excellently. To assist the students in minimizing their writing anxiety, teachers can introduce rubrics to the students prior to accomplishing writing tasks. The present study intended to investigate the levels of students’ second language writing anxiety and students’ use of writing assessment rubrics as well as their correlation. This study took place in Critical Reading and Writing classes at Sanata Dharma University, Yogyakarta, Indonesia. Seventy-three students participated in this research. To gather the data, the researchers employed two instruments, namely Second Language Writing Anxiety Inventory (SLWAI) and students’ use of writing assessment rubric questionnaire. The data were statistically analysed using SPSS. The results revealed that both students’ second language writing anxiety and their use of writing assessment rubrics were at a moderate level. The two variables also showed a negative strong correlation (r=-0.704), which indicated that the pre-notification of the use of writing rubrics decreased students’ writing anxiety.

Gamifying the foreign language classroom for brain‐friendly learning

Abstract: New instructional models for learning are emerging as alternatives to traditional education. Gamified instruction is touted as a motivational alternative for learning that increases learner autonomy, but research is lacking into its educational merit beyond those claims. This study measured the extent to which a gamified English as a foreign language classroom adhered to 21 principles of good education proposed by Mind, Brain, and Education (MBE) researchers in comparison to a traditional classroom. It also explored the claim that gamification promotes greater learner autonomy. Two sections of a college English class in Ecuador were used in this study. One was gamified and the other used a traditional education model. Both groups completed a 22 Likert Scale item questionnaire which correlated questions with each MBE principle and one question about perceived autonomy. The teacher and the students also provided comments about the experience. The data showed that the gamified group had higher rankings of perceived adherence to all of the 21 principles and a statement about autonomy with 14 of them being significantly higher. The qualitative data also supported the greater perceived adherence to MBE principles and an increase in perceived autonomy amongst students from the gamified group. It was concluded that gamified instruction did provide a learning environment that adhered more closely to proposals made by MBE researchers for good education and did create an atmosphere where students felt greater control of their learning.

Research on the innovation of college English teaching based on curriculum thinking

Abstract: In order to realize the quantitative evaluation and analysis of the effect of college English teaching innovation reform, this paper puts forward the evaluation model of college English teaching in...

A Study on the Current Situation and Countermeasures of College English Translation Teaching

Abstract: in order to improve the English translation ability of English talents, it is imperative to improve the current situation of college English translation teaching. This paper analyzes the necessity of improving the level of college English translation teaching, summarizes the current situation of college English translation teaching, and puts forward some measures to improve the current situation of college English translation teaching, aiming at improving the level of college English translation teaching and students' English ability.

Enhancement of College English Teachers’ Information Literacy in Information Environment

Abstract: The 21st century is an era of knowledge and information. Modern science and technology based on information technology has inspired profound changes in the world, including college education. Information literacy is an intrinsic element that often plays an important role in teaching and school management. In the information age, how to improve college teachers’ information literacy has become a major issue in the development of college education. This paper focuses on the study of college English teachers’ information literacy. It first studies the basic connotation of information literacy of college teachers which covers information awareness, information knowledge, and information ability. Then this paper takes college English teachers in North China Electric Power University as the research object, and adopts questionnaire survey and literature research to analyze the current situation of the information literacy of college English teachers. Based on the analysis of the basic connotation of teachers’ information literacy, and the current situation of college English teachers’ information literacy, this paper puts forward three strategies for improving college English teachers’ information literacy: enhancing college English teachers’ self-development consciousness, making use of group dynamics, and perfecting modern information technology training system.

Assessment-for-Learning Teaching Mode Based on Interactive Teaching Approach in College English

Abstract: English teaching plays an extremely important role in college education. It can not just improve students’ English level, but also help students adapt to the increasingly open and complex society. Besides, it is an important foundation for students to further go to the world and integrate in the world development trend. Although English teaching has received attention of various colleges and universities, there are still many problems in college English teaching, and the teaching effect is not obvious. To make teaching conform to the rapid development of the new education environment and make teaching practice more fitted with the standard of modern education, teaching mode reform for college English is imperative. Based on the teaching idea of “assessment for learning”, the teaching management system was designed in this study, including three steps: teaching intelligence system, assessment and test system, and information feedback system. Meanwhile, interactive teaching approach was combined to plan the interactive teaching process of college English course, including the process of proposing and solving questions, independent thinking and cooperative learning module, and leaning achievement exchange activity. In the end, assessment-for-learning teaching mode was used to collect the data of four dimensions (degree of learning engagement, completion degree of English learning content, degree of English learning interaction, and English learning effect) and the learning performance evaluation system supported by big data was established. The experimental results show that the teaching mode in this study could effectively improve students’ learning performance and enhance their actual English application ability.

College English Language Teaching Reform and Key Factors Determining EFL Teachers' Professional Development.

Abstract: Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented the College English Language Teaching Reform (CELTR) to improve College English language teaching and learning at higher institutions. This reform aims to improve the quality of teaching and learning of English as a Foreign Language (EFL). The present study aims to identify potential factors influencing the EFL teachers’ professional development in the context of the College English language curriculum reform in mainland China. In total, 92 EFL college teachers from a newly upgraded university located in Nanyang City, Central China participated in this study, and data were collected using a survey questionnaire. Overall, the findings indicate that the EFL teachers’ professional development improved during the implementation process of CELTR and the potential factors that contributed to their professional development were teachers’ understanding, selfreflection, and teaching practice.

Motivated or Informed? Chinese Undergraduates' Beliefs about the Functions of Continuous Assessment in Their College English Course.

Abstract: Continuous assessment (CA) is believed to have great potential for improving learning in higher education. Students’ beliefs about CA are a determining force for optimising CA’s formative potential...

The Application of the POA in College English Teaching

Abstract: The POA, a new teaching approach proposed by professor Qiu-fang Wen is more suitable for foreign language teaching in mainland of China. The biggest characteristic of this teaching method is to design real communicative scenes under the hypothesis of “output-driven”, which can arouse students’ learning interest by achieving some tasks under the guidance of teachers. On the basis of this teaching method, this paper takes a unit of the textbook iEnglish One as an example to design the teaching process of this unit and summarizes some teaching reflections.