scholarly journals Preliminary Study on Application of Formative Assessment in College English Writing Class

2013 ◽  
Vol 3 (12) ◽  
Author(s):  
Yang Liu
Keyword(s):  
Formative Assessment ◽  
College English ◽  
English Writing ◽  
Writing Class ◽  
Preliminary Study

scholarly journals Implication of Output Hypothesis on Teaching College English Writing

2018 ◽  
Vol 8 (5) ◽  
pp. 198
Author(s):  
Honglan Wei
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
College English ◽  
English Writing ◽  
Teaching College ◽  
Writing Class ◽  
Output Hypothesis

In recent years, with the development of the research on the Output Hypothesis, many researchers and ChineseEnglish teachers have paid attention to this hypothesis. Since writing is considered to be a way of output on the fieldof second language acquisition, teachers in college have begun to apply Swain’s “Output Hypothesis” to teachingcollege English writing. It does work but still remains problems. Therefore, this paper will introduce the existingproblems of applying the output hypothesis on the writing class in our college, based on the interview byinterviewing six seniors majoring in English from different classes in our Foreign Language College. Also, this paperwill provide some suggestions on these problems existing in teaching college English writing.

scholarly journals Study on the Selection of Words in College English Writing

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Teaching Methods ◽  
College English ◽  
Learning And Teaching ◽  
English Writing ◽  
Writing Test ◽  
Writing Class ◽  
English Majors ◽  
The Right ◽  
Effective Use ◽  
Selection Of

Selection of words is an important part in college English writing. A perfect writing largely depends on the right choice of words. By means of a writing test and a questionnaire, a survey was carried out upon 100 freshmen with non-English majors from two classes to investigate the challenges of the selection of words in writing. The findings indicate that students have major difficulties in spelling, meaning conveying, concise expressing, style of words, and so on. Thus, the study puts forward some effective methods in lexical, grammatical and stylistic aspects to improve the selection of words. Furthermore, the researcher attains valuable reflection on the teaching of college English writing. The reflection includes the cultivation of students’ writing accomplishment and writing interest, the adoption of flexible teaching methods in writing class, and effective use of online writing platforms. Finally, an interview with 35 respondents has proved the teaching effect. So the study can be implemented by students and teachers to enhance the learning and teaching of English writing.

Peer Feedback in Chinese College English Writing Class: Using Action Research to Promote Students’ English Writing

2016 ◽  
Vol 7 (5) ◽  
pp. 958 ◽  
Author(s):  
Wei Wang
Keyword(s):  
Action Research ◽  
Personal Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
College English ◽  
English Writing ◽  
Writing Class ◽  
Writing Competence

Peer feedback is an effective method to promote students’ English writing competence and skill according to the literature and my personal experience. But it is not welcomed in my class at first. So I employ action research to motivate them to do peer assessment. My action research undergoes four stages: Ruin of Expectation and Emergence of Research Question, Cycle One, Cycle Two, Reinforcement and Back-proof, including both students’ change and my change in both action and thought. Imperfect as it is, my action research turns out to be a success and students do gain many benefits from the practice of peer feedback.

scholarly journals Attempts of PAD Teaching Methodology in Modern Chinese College English Writing Class: A Grounded Theory Based Perspective

2021 ◽  
Vol 12 (5) ◽  
pp. 696-704
Author(s):  
Huanan Su
Keyword(s):  
College Students ◽  
Grounded Theory ◽  
Strong Support ◽  
Teaching Methodology ◽  
Chinese College Students ◽  
College English ◽  
English Writing ◽  
Modern Chinese ◽  
Key Innovation ◽  
Writing Class

This research paper attempts to have an in-depth understanding of PAD (presentation-assimilation-discussion) teaching methodology applied in a modern Chinese college course, which is College English Writing class, from the perspective of the Grounded Theory. Based on a detailed introduction and analysis of the Grounded Theory, this research makes efforts to answer such a question that how PAD teaching methodology is applied in modern Chinese College English Writing class as well as how it helps Chinese college students learn in their College English Writing class. The PAD teaching methodology in modern Chinese College English Writing class is a new type of teaching mode, being divided into three processes: presentation, assimilation and discussion (which is the co-called PAD). The key innovation in the PAD teaching methodology in modern Chinese College English Writing class is to stagger the lectures and discussions in time, so that students have a week time for personalized assimilation, which mobilizes students’ interest in learning, promotes students’ enthusiasm, cultivates students’ learning autonomy, and improves the quality of the teaching of College English Writing class. As a qualitative research, this paper employs methods of literature synthesis and comparative analysis to reach such a conclusion that PAD teaching methodology does help and facilitate modern Chinese college students in their learning of College English Writing class. An important perspective from the Grounded Theory has provided a strong support to further verify the necessary role that PAD teaching methodology has played in modern Chinese College English Writing class.

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