The Effects of MOOC based on Flipped Learning for College English Class

2021 ◽  
Vol 21 (6) ◽  
pp. 17-29
Author(s):  
Heejeong Yoon
Keyword(s):  
Flipped Learning ◽  
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 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.

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