scholarly journals Research on the Use of Listening Strategies by Chinese Non-English Major College Students-A Comparison between Skillful and Unskillful Listeners

2017 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Xiu-hua Ma
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Listening Comprehension ◽  
Autonomous Learning ◽  
Strategy Training ◽  
The Internet ◽  
College English ◽  
New Learning ◽  
English Major ◽  
Listening Strategies

Based on the researches of listening strategies at home and abroad, this study tries to explore the use of listening strategy by Chinese non-English major college students under the internet autonomous learning environment. The results from the questionnaires and interviews of listening strategies used by different level students have some implications for teachers. Listening strategies play an important role in the process of listening comprehension and skillful listeners tend to use all the listening strategies more frequently than the unskillful ones in their listening activities. So it is necessary for college English teachers to conduct strategy training in students’ listening comprehension especially in this new learning environment.

scholarly journals Listening Strategies Use in the Internet Learning Environment by Non-English Major College Students: A Comparison between Male and Female Listeners

2015 ◽  
Vol 2 (1) ◽  
pp. 37 ◽  
Author(s):  
Xiu-hua Ma
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Strategy Training ◽  
Male Students ◽  
The Internet ◽  
Male And Female ◽  
The Social ◽  
Internet Learning ◽  
English Major ◽  
Listening Strategies

<p>Based on the researches of listening strategies at home and abroad, this study tries to explore the gender’s effect on the use of listening strategy under the internet autonomous learning environment and finds the differences as well as the similarities in the use of listening strategies. The results have some implications for teachers. English teachers should take the factors of gender into account in the course of strategy training, especially cultivating male students’ use of the social/affective strategies.</p>

Designing a New Performing Arts Education through Constructing a Global Theatre

2013 ◽  
pp. 314-336
Author(s):  
Goki Miyakita ◽  
Yumiko Murai ◽  
Takashi Tomine ◽  
Keiko Okawa
Keyword(s):  
Learning Environment ◽  
Performing Arts ◽  
Arts Education ◽  
The Internet ◽  
Intercultural Understanding ◽  
Learning Program ◽  
Collaborative Community ◽  
New Learning ◽  
Performing Arts Education ◽  
Collaborative Play

This chapter proposes a new learning infrastructure of performing arts education called Global Theatre. Global Theatre connects students and theatres over the Internet and creates a unique environment to share performing arts. It enables students to enjoy performing arts together, deepen intercultural understanding, and communicate with a global audience in synchronized time, regardless of location and distance. Global Theatre consists of three basic elements: a learning program focused on performing arts; a collaborative community formed by a university, theatre space, and performing group; and an ICT platform that realizes live appreciation of performing arts. In this chapter, two experimental implementations are carried out. The authors conducted a translated play shared by Thailand and Japan in 2009, and an international collaborative play shared by Thailand, Japan, and Malaysia in 2010. Through those experiments, the effectiveness of this new learning environment for performing arts is discussed from the perspective of the three basic elements of this structure.

Multi-Channel Data Acquisition System Analysis and Modeling

2014 ◽  
Vol 644-650 ◽  
pp. 4192-4196
Author(s):  
Ning Zhang ◽  
Ze Hua Wu
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
System Analysis ◽  
Autonomous Learning ◽  
English Learning ◽  
College English ◽  
English Majors ◽  
Science Test ◽  
English Major ◽  
Proficiency Scores

College English learning now has attracted a great deal of attention, but many non-English majors students have major problems in terms of English learning, and how to improve the non-English majors' autonomous learning efficiency is the problem that the majority of English educators can not ignore. Through a college non-English major students' English learning science test survey, usual English learning and English language proficiency scores for tracking and monitoring, and data for scientific analysis, and monitoring results, this article indicates that by increasing the non-English majors' autonomous learning teaching mode, the students' efficiency and academic performance have improved significantly. From subsequent cognitive satisfaction survey for self-acceptance, this teaching mode's performance is quite satisfactory.

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

2020 ◽  
Vol 13 (6) ◽  
pp. 13
Author(s):  
Yanxia Du
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Self Management ◽  
Classroom Teaching ◽  
Teaching Model ◽  
College English ◽  
Management Learning ◽  
Self Learning

Since the 21st century, the cultivation and improvement of college students&#39; 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&#39; self-management learning ability, stimulate students &#39;motivation of autonomous learning and activate students&#39; autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students &#39;autonomous learning ability.

scholarly journals Research on the Online College English Teaching Mode from the Perspective of Autonomous Learning

2021 ◽  
Vol 5 (11) ◽  
pp. 114-117
Author(s):  
Xiaoliang Cui ◽  
Xiaoning Wang
Keyword(s):  
College Students ◽  
Theoretical Analysis ◽  
Autonomous Learning ◽  
Teaching Mode ◽  
College English ◽  
English Teaching

In order to explore the online college English teaching mode from the perspective of autonomous learning and facilitate college students to better learn English independently as well as to master their English application skills, this article expounds the significance of online English teaching through theoretical analysis. At the same time, it expounds how to realize online English teaching in the perspective of autonomous learning, so as to improve the quality of English teaching and students’ English skills.

Theory and Practice in Computer-Assisted Vocabulary Learning

2019 ◽  
pp. 993-1017
Author(s):  
Peter Prince
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Future Development ◽  
Vocabulary Learning ◽  
Theory And Practice ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Learning Resource ◽  
Ongoing Development

This chapter presents an account of the ongoing development of a vocabulary learning resource, VocPAL (Vocabulary: Progressive Autonomous Learning), for French learners of English in a university context. The chapter describes the background to the resource, its theoretical underpinnings, and its presentation features. These include pictures, sound, an association test, and context sentences forming a story. A questionnaire was administered to college students (N = 115) to assess reactions to VocPAL in an online learning environment. Further insights were gained from interviews with users of the resource. Both questionnaire and interview data suggest that, while the resource is judged favourably overall, improvements can be made to make the story more appealing and to add more interactivity. Results are discussed in terms of future development options, limitations to the study, and some broader issues regarding computer-assisted vocabulary learning.

scholarly journals The Effect of Note-Taking Strategy Training on Passage Listening Comprehension

2020 ◽  
Vol 10 (6) ◽  
pp. 431
Author(s):  
Xiaoli Bao
Keyword(s):  
College Students ◽  
Listening Comprehension ◽  
Teaching Method ◽  
Strategy Training ◽  
Note Taking ◽  
Training Process ◽  
Post Test ◽  
And Control ◽  
Positive Effect

This study aims at exploring the effects of note-taking strategy on passage listening performance of college students and its implications for listening teaching. For this purpose, the author carried out a study for 15 weeks in Inner Mongolia University for Nationalities. The subjects are divided into experimental class and control class. The teaching method used in the experimental class focuses on incorporating the note-taking strategy training into listening courses and the teaching method used in the control class follows the normal one without the training process of note-taking strategy. The instruments include the pre-test, the post-test, pre-questionnaire and post-questionnaire, and the data collected from the study are analyzed through SPSS17.0. The major findings show note-taking strategy has a positive effect on college students&rsquo; passage listening comprehension. After a period of note-taking training, students&rsquo; comprehensive competence in listening has improved to some extent. 2) Taking notes as much as possible is not an efficient way to get high-quality notes. The number of questions answerable from the notes is proved closely correlated with achievement of listening comprehension. The other three indices of the total number of notes, the content words notes and the notations have no significance with subjects&rsquo; quality of answer.

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