scholarly journals The Empirical Study of Lexical Approach in College English Classroom Teaching and its Effects on Art Major’s Writing

2021 ◽  
Vol 14 (12) ◽  
pp. 227
Author(s):  
Jianwei Wang
Keyword(s):  
Teaching And Learning ◽  
Empirical Studies ◽  
Writing Proficiency ◽  
College English ◽  
English Writing ◽  
English Class ◽  
Post Test ◽  
English Classroom ◽  
Lexical Approach ◽  
Positive Effect

Lexical approach has been believed to be an ideal way for language teaching and learning, but few empirical studies are concerned with the effects that lexical approach has on art major students’ English writing. This study aims to explore the effects the lexical has on writing through an experiment in which the lexical approach was applied in an English class for art majors. All of them attended the pre-test before the experiment and the post-test after the experiment. Through analyzing the data of composition scores and the number of lexical chunks used in compositions by paired sample t tests, this study finds that the lexical approach has positive effect on art majors’ writing proficiency and it is quite feasible and effective to apply the lexical approach to college English teaching, especially in English writing teaching.   

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.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2017 ◽  
pp. 158-171 ◽  
Author(s):  
Yu Zhonggen
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 A Study on Critical Thinking Assessment System of College English Writing

2015 ◽  
Vol 8 (11) ◽  
pp. 176 ◽  
Author(s):  
Tian Dong ◽  
Lu Yue
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment System ◽  
Writing Proficiency ◽  
College English ◽  
English Writing ◽  
Independent Variables ◽  
Writing Competence

<p>This research attempts to discuss the validity of introducing the evaluation of students’ critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students’ CTS and the final scores of collected writing samples were respectively regarded as two independent variables to make a correlation analysis through Pearson Correlation of SPSS17.0 software. In addition, Excel was also used as an instrument to analyze the research results. The findings suggest that the two variables are significantly and positively correlated with each other, that is, students’ CTS greatly influence their English writing proficiency. Thus, it is quite necessary to cultivate students’ CTS to improve their English writing competence.<strong> </strong></p>

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.

Formative Assessment in Oral English Classroom and Alleviation of Speaking Apprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 751 ◽  
Author(s):  
Lingying Tang
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
English Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Student Centered ◽  
Speaking Anxiety ◽  
English Class ◽  
Post Test ◽  
English Classroom

Researches on Language Anxiety have aroused public concern around/ the world, most of which suggest that language anxiety exerts a detrimental influence to language learners in their process of language learning. Chinese English learners usually do a good job in passing all kinds of English test while are poor at oral English referred as “dumb English”. It is safe to conclude that “dumb English” is the best manifestation of foreign language anxiety. Formative assessment characterized by being interactive among students themselves, peers, and teacher, highlights the immediate and effective feedback to learners, which is in accordance with the nature of student-centered approach. This study aims to explore the effectiveness of applying formative assessment in oral English class to alleviate students’ speaking apprehension. Two innate classes are chosen to be the controlled class and experimental class. Data in students’ English classroom speaking anxiety scale is collected and analyzed after pre-test and post-test together with an interview. It is revealed in this study that the implementation of formative assessment in oral English classroom is proved to be effective to alleviate students’ speaking anxiety in experimental class. In response to this finding, implications for practical practice of formative assessment in oral English classroom are discussed.

On Autonomous Learning Mode of Network College English Writing Based on Constructivism

2014 ◽  
Vol 687-691 ◽  
pp. 2477-2480
Author(s):  
Ming Wang ◽  
Da Chao Yuan ◽  
Xiao Man Zheng ◽  
Shi Ping Yu ◽  
Yi Ye Lao ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Autonomous Learning ◽  
New Method ◽  
Network Environment ◽  
College English ◽  
English Teaching ◽  
English Writing ◽  
Teaching Reform ◽  
Comprehensive Level

College English writing, as one of the most important skills of college English teaching and learning, can reveal the English comprehensive level of learners. The development of computer and Internet creates conditions for college English teaching reform. This paper explores what influence will be caused when students write autonomously under the network environment and probes into a new method of college English writing teaching through studying autonomous learning mode of college English writing based on constructivism.

scholarly journals The Effect of Using Authentic Videos on Training Center and Community Service Students' Prosodic Competence and Motivation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ibrahim Mahmoud Bani Al-Domi
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
Male Students ◽  
Training Center ◽  
Visual Aids ◽  
Control Groups ◽  
King Saud University ◽  
Post Test ◽  
And Control ◽  
Positive Effect

This study aims at investigating the effect of using authentic videos on training center and community service students' prosodic competence and motivation. Its sample consisted of 50 male students randomly chosen from Training Center and Community Service at King Saud University, Saudi Arabia, and assigned to experimental and control groups of 25 students per each. Its data were gathered within a two- month period using a pre-post-test design for equivalent groups. The researcher taught both groups deliberately using contrasting instructional approaches; the first were solely exposed to textbook content, excluding all visual aids throughout the process; whereas the second had authentic videos incorporated. As his work pressed ahead, these methodological techniques variably had a visible influence on the trainees' in-class interactivity, attentiveness, and keenness to grasp information. Accordingly, the findings show the experimental group's students bolstered their prosodic competence and motivation. To recap, the use of authentic videos in teaching and learning English has a positive effect on the said prosodic competence and motivation domains.

scholarly journals An Empirical Study on the English Classroom Interaction Model from the Perspective of Dynamic Systems Theory

CONVERTER ◽  
2021 ◽  
pp. 516-520
Author(s):  
Yan Qiao
Keyword(s):  
Empirical Study ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Empirical Studies ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Dynamic Systems Theory ◽  
College English ◽  
New Perspective ◽  
English Classroom

Dynamic Systems Theory (DST) has provided a new perspective for SLA studies but it is rarely applied in empirical researches of classroom interactions. Under the framework of DST, this paper explores the current situation and analyzes the problems of classroom interaction of non-English majors’ college English through questionnaire, interview and class observation. Based on the findings, this paper proposes some teaching strategies to create a dynamically harmonious class and enrich the empirical studies of DST.

Research on Network Mode of English Writing Learning Based on Constructivism

2014 ◽  
Vol 651-653 ◽  
pp. 2490-2493
Author(s):  
Ming Wang ◽  
Xiao Man Zheng ◽  
Da Chao Yuan ◽  
Meng Ya Yi ◽  
Fu Ni Luo ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
The Self ◽  
Network Technology ◽  
College English ◽  
English Writing ◽  
Writing Knowledge

In recent years, constructivism has been welcomed by the academia for it emphasizes on students applying initiative learning and self-construction. The kernel of content-rich constructivism study can be generalized as students-centered and emphasizing on initiative employment, initiative discovery and initiative constructing the meaning of what students have learned. As for the current teaching and learning of college English writing, it is imperative to use network technology in writing teaching. Therefore, this paper probes into a mode of network English writing teaching and learning on the basis of constructivism in order to realize the writing teaching and learning reform and improve the self-construction of students’ writing knowledge and writing level.

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