Study on the compatibility of learning styles and multimedia mode in College English class

2012 ◽  
Author(s):  
Liangping Zhang ◽  
Xiangxin Liu
Keyword(s):  
Learning Styles ◽  
College English ◽  
English Class

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2014 ◽  
Vol 10 (2) ◽  
pp. 50-61 ◽  
Author(s):  
Yu Zhonggen ◽  
Chang Liu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Classroom Teaching ◽  
Future Research ◽  
College English ◽  
English Class ◽  
English Classroom

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

scholarly journals ENDORSING SENSE OF IDENTITY FOR COLLEGE STUDENTS’ ENGLISH LANGUAGE PERFORMANCE

2016 ◽  
Vol 5 (1) ◽  
pp. 149
Author(s):  
Yuehong Wei ◽  
Li Zhang
Keyword(s):  
English Language ◽  
English Learning ◽  
Language Performance ◽  
Teaching Mode ◽  
College English ◽  
Teaching Activities ◽  
English Class ◽  
Regular Class ◽  
English Major ◽  
Sense Of Identity

Triggered by the lack of students’ sense of identity in English regular class effects their language achievement, this research aimed at developing a kind of teaching mode for building students’ sense of identity with a series of teaching activities. Targeted at 55 non-English major students for one semester, the experiment was to explain the effectiveness of this kind of mode in endorsing student’s sense of identity. Here, the researcher used teaching observation and students’ feedback to collect the data. It revealed that the kind of mode can help improve students’ sense of identity, intrigue their interest, and improve their English learning efficiency.Keywords: sense of identity, college English, regular class, English class, teaching research

scholarly journals Customization and Contextual Teaching Approach Efficiency in Promoting English Proficiency among Saudi EFL Learners

2021 ◽  
Vol 4 (3) ◽  
pp. 132-140
Author(s):  
Elsadig Ali Elsadig Elandeef ◽  
Ayman Hamad Elneil Hamdan Ayman Hamad Elneil Hamdan
Keyword(s):  
Learning Styles ◽  
Social Life ◽  
English Language ◽  
English Proficiency ◽  
Teaching Approach ◽  
Efl Learners ◽  
Saudi Students ◽  
English Class ◽  
Contextual Teaching ◽  
Intensive Course

This study investigated the proper implementation of customization and contextual teaching approach in fostering English proficiency among King Khalid University’s students studying English as an intensive course. The study aims to implement customization and contextual teaching approach in teaching the English language as an intensive course at King Khalid University and inculcate the tendency to activate updated teaching approaches to assimilate Saudi learners’ attention in English class. To achieve the aim of the study, the researcher employed the descriptive analytic method. The subjects of the study consisted of 50 EFL teachers drawn from King Khalid University. The study showed that customization and contextual teaching approach grasp Saudi students’ attention, satisfy their needs and preferences, and consider their learning styles.  Moreover, the study has concluded that the students’ needs, preferences, and learning styles are the milestone of the learning process's success. The study concluded that consideration of students’ needs, preferences, learning styles and correlating them to social life setting play a crucial role in facilitating learning the English language.

scholarly journals Application of Project-Driven Teaching in College English Class

2021 ◽  
Vol 16 (21) ◽  
pp. 149
Author(s):  
Shuting Cao ◽  
Hui Li ◽  
Zhihao Wu ◽  
Haiyuan Liu ◽  
Miaomiao Yang
Keyword(s):  
Education Reform ◽  
English Education ◽  
Teaching Strategy ◽  
Learning Ability ◽  
Dynamic Monitoring ◽  
Project Proposal ◽  
College English ◽  
English Class ◽  
Theoretical Evidence ◽  
English Classroom

Project-driven teaching is a student-oriented teaching strategy to cultivate the autonomous learning ability of students. This paper tries to effectively apply project-driven teaching in college English class through a comparative experiment. The experimental results show that project-driven teaching greatly enhanced the satisfaction and learning effect of classroom English teaching. Throughout the teaching process, teachers are responsible for project design, project proposal, and dynamic monitoring of teaching effect; the students are responsible for accepting and completing the projects. Teachers work with the students to evaluate the completion of the projects and give feedback. The application of project-driven teaching in English class makes the classroom atmosphere more active, boosts the participation enthusiasm of students, and increases the attentiveness of students in English classroom. The research results provide theoretical evidence for English education reform.

scholarly journals Learning Style and Learning Achievement of Students of FKIP Universitas Riau In Learning English

2019 ◽  
Vol 3 (3) ◽  
pp. 340
Author(s):  
Hadriana Hadriana ◽  
Indra Primahardani ◽  
Mahdum Mahdum
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Learning Achievement ◽  
English Class ◽  
Successful Student ◽  
Questionnaire Version ◽  
The Relationship ◽  
Academic Year ◽  
Learning English

Becoming a successful student is a dream of every student and parents. Learning style is one of things that might influence that success. This research intended to find out if there is a correlation between learning styles and learning achievement of students of FKIP Universitas Riau in learning English. 300 students were involved as the sample of the research. The research was conducted during the even semester academic year 2018-2019 and the research data was collected in June 2019. The instruments of the research were adapted from Vark Questionnaire Version 8.01 and students’ grades in their English class. Percentage and mean used to represent the frequency of data for descriptive analysis and inferential analysis was carried out. Since the data of students’ learning style and learning achievement obtained were not normally distributed, associative Kendall’s Tau-c correlation formula was used to find out the relationship between learning style and learning achievement. Based on the data analysis, it can be concluded that there is a relationship between the students learning style and their learning achievement.

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