scholarly journals Application of Production-Oriented Approach in College English Instruction in China: A Case Study

2020 ◽  
Vol 13 (10) ◽  
pp. 14
Author(s):  
Hong Zhang
Keyword(s):  
Classroom Instruction ◽  
Study Data ◽  
Assessment Tools ◽  
Structured Interviews ◽  
Positive Role ◽  
College English ◽  
Teacher Student ◽  
English Classroom ◽  
English Instruction ◽  
Oriented Approach

With effective learning as its core principle, Production-oriented Approach (POA) was developed to address the problems of English classroom instruction in China, such as text-centeredness, the separation of learning and using and “dumb English”. This study applied POA to college English classroom instruction in order to examine its effects on English learning and explore its implications for English instruction in the EFL context. Twenty-two second-year students majoring in Applied English in a Sino-US cooperative education program participated in the study. Data were collected through questionnaires distributed to the students at the end of each unit and the semester, and semi-structured interviews with fifteen participants to elicit information about students’ motivation, engagement, reflections upon their learning process, and perceptions on the POA class. A variety of assessment tools, including the Teacher-Student Collaborative Assessment approach, were applied to evaluate students’ performance and progress. The study revealed that POA played a positive role in stimulating students’ learning motivation and enhancing students’ communicative competence, especially in speaking and writing. However, the implementation of POA should also be adapted to learner’s variables and needs so that POA can realize its values and create successful results in practice. 

Research on the practice of college English classroom teaching based on Internet and artificial intelligence

2021 ◽  
pp. 1-10
Author(s):  
Jia Yunjie
Keyword(s):  
Artificial Intelligence ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Resources ◽  
College English ◽  
Teacher Student ◽  
New Development ◽  
The Face ◽  
English Classroom ◽  
Student Relationship

In the face of the arrival of artificial intelligence era, English classroom teaching is bound to change in organizational form, activity design, teacher-student relationship and technology integration. This paper combines SPOC and rain classroom, from knowledge infusion to ability improvement, individual teaching to team teaching, static resources to dynamic resources, artificial evaluation to intelligent evaluation, which brings new development opportunities for education. This paper uses the combination of Internet and artificial intelligence to analyze the teaching mixed teaching mode based on SPOC+and WeChat Rain classroom on the Internet. Based on the analysis results, we novelty propose the mixed English teaching mode based on such platforms to reveal the combination of Internet and artificial intelligence. On the second basis, we propose that future English teachers should continue to develop in the integration of teaching resources, integration of educational technology, design of in-depth learning activities, improvement of professional quality and self-cultivation of personality charm, and actively adapt to the era of artificial intelligence for College English classroom teaching.

scholarly journals Production-Oriented Approach and Its Implications for the Cultivation of Critical Thinking Skills in College English Instruction in Mainland China

2018 ◽  
Vol 11 (5) ◽  
pp. 33
Author(s):  
Junhong Ren ◽  
Na Wang
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Mainland China ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Approaches ◽  
College English ◽  
Teaching Objectives ◽  
English Instruction ◽  
Oriented Approach

Absence of critical thinking skills is perceived to be a growing problem among many university students. The production-oriented approach, an initiative to college English instruction reform in mainland China, may offer a better solution to this problem. To cultivate critical thinking skills under this approach, reforms have to be implemented in teaching objectives, teaching materials, teaching approaches and assessment.

scholarly journals An Empirical Study of Teacher-Student Interaction in College English Classroom from the Perspective of Educational Equality

2020 ◽  
Vol 71 ◽  
pp. 41-58
Author(s):  
Feifei CHEN
Keyword(s):  
Social Justice ◽  
English Education ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Educational Equality ◽  
College English ◽  
Teacher Student ◽  
Significant Difference ◽  
Teacher Student Interaction ◽  
English Classroom

Educational equality is seen as the cornerstone of social justice. Likewise, ensuring the equality of teacher-student interaction in the classroom plays a crucial part in meeting the requirements of social justice. In college English classroom, teachers are expected to provide students with equal opportunities to interact with one another through communicative and collaborative activities so as to give the full play of students’ potential. However, it is worth noting that the unequal status in current teacher-student interaction may pose serious threat to the implementation of educational equality in higher education system. Therefore, taking the 85 students of Zhejiang Yuexiu University as research participants, the study, spanning from September 2019 to January 2020, is designed to investigate the factors that influence teachers’ educational equality mindset and to assess whether the significant difference between these variables and inequality in classroom interaction exists by adopting the research instruments of classroom observation, interview and questionnaire. The data collected reveal that the inequality can be discerned in teacher-student interaction in college English classroom, for the teacher’s questioning times, question types, and feedback types are closely associated with the differences of genders, personalities, regions and English levels of students. In addition, the root causes for the inequality are also examined discreetly from multi-perspectives through interviews on both teachers and students for better proposing some effective strategies to minimize educational inequality and facilitate students’ development in positive directions in college English education.

scholarly journals The Relationship between English Classroom and English Learning Burnout

2018 ◽  
Vol 4 (03) ◽  
Author(s):  
Aiqin Wang
Keyword(s):  
Three Dimensions ◽  
Classroom Observations ◽  
English Learning ◽  
Structured Interviews ◽  
College English ◽  
Significant Difference ◽  
Medium Level ◽  
English Classroom ◽  
The Relationship ◽  
Level 2

This paper is to explore the potential relationship between classroom surroundings and English learning burnout among college students and aims to answer the following three questions: 1) What are students’ perceptions of their college English classroom surroundings and what are the manifestations of their English learning burnout? 2) Is students’ perception of college English classroom surroundings related to English learning burnout? 3) Does there exist any significant differences in each dimension of English learning burnout among students with high, medium and low perception of classroom surroundings? In order to answer the above questions, the author adopted questionnaires, semi-structured interviews and classroom observations to collect data by investigating into non-English majors of Anqing Normal University in China. The data is then processed with the help of Excel and SPSS 20.0. The results indicate: 1) Students’ perception of college English classroom surroundings and their English learning burnout are both at medium level; 2) There exists negative correlation between the perception of college English classroom surroundings and English learning burnout; 3) There exists significant difference in all the three dimensions of English learning burnout between high and low perception groups.

College Business English teaching in the context of multimedia network

2021 ◽  
pp. 002072092110077
Author(s):  
Yan Liang
Keyword(s):  
Language Learning ◽  
English Education ◽  
Classroom Teaching ◽  
Business English ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Multimedia Network ◽  
English Classroom ◽  
Reform Model

With the advent of the Internet age, network information technology is rapidly entering college English classes, which fundamentally changes the mode of college English teaching. In college English classroom teaching mode, as a brand teaching form, College English multimedia network teaching environment has brought advantages to classroom teaching, but also brought about impacts on teaching concepts, teaching models, teaching methods and other aspects. There are some phenomena that are inconsistent with the reform model at the students, teachers and the environment. The balance of traditional English classroom teaching has been broken, which has affected the smooth progress of college business English classroom teaching mode reform. It is very important to analyze and resolve these imbalances and find ecological methods for optimizing university English education. In this context, the advent of multimedia-assisted education technology has provided better conditions for the implementation of Business English classroom education in universities. Multimedia-powered business English education allows teachers to create a better language learning environment in class more conveniently and quickly, helping students acquire grammar knowledge and achieve their educational objectives.

scholarly journals Aging out of foster care: The experiences of former foster youth who successfully navigated this transition

2021 ◽  
pp. 251610322110194
Author(s):  
Margot Hedenstrom
Keyword(s):  
Foster Care ◽  
Foster Youth ◽  
Life Experiences ◽  
Study Data ◽  
Aging Out ◽  
Structured Interviews ◽  
Former Foster Youth ◽  
Making A Difference ◽  
Human Costs ◽  
Poor Outcomes

Foster youth face high risks and poor outcomes after aging out of care resulting in great economic and human costs to society. The purpose of the study was to describe life experiences of children aging out of the foster care system from the perspectives of adults who have successfully navigated this transition. Their life experiences during this period provided meaningful information for this study which helped to identify themes. Their perceptions of the periods during and after their transitions were explored to investigate supportive relationships, education, and workplace stability. Phenomenology was used to describe the experiences of nine young adults who had aged out of foster care. Participant ages ranged from 20 to 25 years old. Audiotaped semi-structured interviews were conducted for the study. Data analysis was ongoing throughout data collection. Four themes were identified: (1) “Facing a transition”; (2) “Depending on adults for help”; (3) “Making a difference for others”; and (4) “Moving forward with my life.” These four themes highlighted the participants’ experiences as they aged out of foster care. This study contributes to our understanding of the life experiences of former foster youth who are successful after the transition out of foster care. Recommendations for practice and research are identified.

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

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