scholarly journals A Survey of Students’ Motivation in College English Learning Under Production-Oriented Approach in NCEPU

2018 ◽  
Vol 11 (12) ◽  
pp. 199
Author(s):  
Junhong Ren ◽  
Na Wang
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
First Year ◽  
English Learning ◽  
Potential Implication ◽  
College English ◽  
Teaching Reform ◽  
Electronic Engineering ◽  
Engineering Mechanic ◽  
Oriented Approach

This study investigates students’ motivation in college English learning under production-oriented approach by means of a questionnaire. Forty students in their first-year study participated in this survey. They came from four different disciplines: electronic engineering, automatic engineering, mechanic engineering and power engineering. They were required to fill in the questionnaire at the beginning of the second semester before the teaching reform and at the end of the second semester when the teaching reform was conducted respectively. Our study indicates that students in increasing numbers begin to show great interest in college English learning under POA, and their intrinsic motivation in English learning has been strengthened while at the same time extrinsic motivation shows a tendency of decline. The potential implication of this finding is that POA may be effective in stimulating students’ motivation in college English learning.

scholarly journals An Experimental Study of College English Teaching under the Production-Oriented Approach in NCEPU

2018 ◽  
Vol 10 (3) ◽  
pp. 1065-1069
Author(s):  
Junhong Ren ◽  
Na Wang
Keyword(s):  
Teaching Experiment ◽  
Control Group ◽  
First Year ◽  
Traditional Teaching ◽  
College English ◽  
Reading And Writing ◽  
Electronic Engineering ◽  
Significant Difference ◽  
Post Test ◽  
Oriented Approach

This study examines the effectiveness of production-oriented approach in college English reading and writing teaching. Sixty-eight students in their first-year study participated in this study. They were assigned the control group (CG, thirty-four students from the discipline of power engineering) and the experimental group (EG, thirty-four students from the discipline of electronic engineering). Pre-test indicated no significant difference between CG and EG in terms of reading and writing performance. During the teaching experiment, the two groups were taught under the traditional teaching approach and POA respectively. Subsequent post-test revealed that CG showed significant increase in reading skills as compared to EG, and that no significant difference was found between CG and EG in writing scores, but EG in general did much better in word choices, content and structure in writing. Possible reasons for the findings are explained and further suggestions for implementing POA effectively are put forward.

scholarly journals The New College English Teaching Reform in NCEPU: A Teaching Experiment

2018 ◽  
Vol 10 (2) ◽  
pp. 1001-1004
Author(s):  
Junhong Ren ◽  
Na Wang
Keyword(s):  
Electric Power ◽  
North China ◽  
Teaching Experiment ◽  
English Learning ◽  
College English ◽  
English Teaching ◽  
Teaching Reform ◽  
Positive Attitudes ◽  
Oriented Approach ◽  
Made In

Level-based College English teaching has lost its appeal in North China Electric Power University. To stimulate students’ motivation in college English learning, a new teaching reform under the production-oriented approach is initiated. In the teaching experiment, we took reforms in teaching materials, teaching process and assessment. Subsequent questionnaire indicates that students hold positive attitudes toward this new teaching approach. However, alteration needs to be made in order to guarantee better teaching results.

A Study of Formative Assessment in Fostering College Students’ Motivation on English Learning

2014 ◽  
Vol 1044-1045 ◽  
pp. 1688-1692
Author(s):  
Bin Quan ◽  
Hui Yun Suo ◽  
Li Meng Yan
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Formative Assessment ◽  
Extrinsic Motivation ◽  
Constructivist Theory ◽  
English Learning ◽  
English Teaching ◽  
English Achievement ◽  
Academic Year ◽  
General Influence

Formative assessment emerged under humanism and constructivist theory of learning is being accepted and used in English teaching. Lots of research focuses on general influence of formative assessment on English teaching. There is little special research concentrated on influence on influence of formative assessment on motivation. This thesis intends to study the influence of formative assessment on motivation and further explores the different influence of formative assessment on extrinsic motivation and intrinsic motivation. The results of this study show that using formative assessment is more effective to foster college students’ motivation on English learning, especially has stronger effect on extrinsic motivation but less than on intrinsic motivation during an academic year. As a result of motivation strengthened, English achievement is improved.

scholarly journals A Factor Analysis of Motivation-Behavior Affecting Factors Among Chinese College-English Learners

2019 ◽  
Vol 9 (4) ◽  
pp. 63
Author(s):  
Hongyi Zhao ◽  
Shaoyun Long
Keyword(s):  
Factor Analysis ◽  
English Learners ◽  
English Learning ◽  
Affecting Factors ◽  
Oblique Rotation ◽  
College English ◽  
Teaching Reform ◽  
Multiple Dimensions ◽  
English Major ◽  
Main Factors

Based on multiple dimensions, with a contemporary college students’ self-built English learning questionnaire (r = 0.872) of 775 subjects from two universities, and with a stratified sampling (120) and optimal oblique rotation, this study found some main factors of college Non-English major students. Results show that factor composition as a whole has a unique representation law. This study provides targeted psychological guidance for students to enhance their confidence and to improve their ability of meta-monitoring. Meanwhile, it has certain enlightenment for current college-English grading, classification and stratified teaching reform and improvement of students’ interest in learning English.

Application of Task-Based Language Teaching in Web-Based College English Teaching in China’s Context

2011 ◽  
Vol 271-273 ◽  
pp. 1682-1687
Author(s):  
Hua Gao ◽  
Qin Ma
Keyword(s):  
Language Teaching ◽  
English Learning ◽  
Web Based ◽  
College English ◽  
English Teaching ◽  
Teaching Reform

In this paper I posit that the application of task-based language teaching (TBLT) in web-based college English teaching (WBCET) is a possible solution to the problems arose from the on-going web-based college English teaching reform in China. A study is designed to verify the enhancement of students’ comprehensive ability in English learning through the combination of TBLT and WBCET.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 79-94
Author(s):  
Deborah Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2018 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Debora Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

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