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Relevant bibliographies by topics / College english teacher

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Academic literature on the topic 'College english teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "College english teacher"

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Li, Huiyin. "On Guidelines for College English Teaching and Challenges for College English Teachers." English Language Teaching 9, no. 1 (2015): 77. http://dx.doi.org/10.5539/elt.v9n1p77.

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<p>This article performs an exploratory study of the newly formulated <em><em>Guidelines</em></em><em> for College English Teaching </em><em>(Draft Exposure)(2015)</em>(<em>Guidelines</em>), aiming at exploring how different the latest <em>Guidelines</em> is from the previous ones, what challenges it brings to teachers and how these challenges can be countered. Therefore, comparisons are made among six syllabi to illustrate the developments college English has achieved and its existent problems as well. To address these problems, <em><em>Guidelines</em></em><em> (2015) </em>is issued with three new features: the integration of instrumentality and humanity, the introduction of intercultural education and the system of multiple curriculum for multiple teaching objectives. Its issuing poses tremendous challenges to college English teachers, of which increasing demands on college English teachers' professional expertise, skillful employment of information technology and academic performance stand out. To help counter these challenges and difficulties, suggestions are made from three levels with the hope that improved teachers' quality can facilitate the implementation of <em><em>Guidelines (2015)</em></em><strong> </strong>and guarantee the potential achievement of its expected objectives. These suggestions are: life-long learning and self-directed development consciousness, the establishment of teacher education system by faculties and universities and continued governmental support in and favorable policies to college English teacher education.</p>

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Wang, Jiachun. "A Comparative Study on the Washback Effects of Teacher Feedback plus Intelligent Feedback versus Teacher Feedback on English Writing Teaching in Higher Vocational College." Theory and Practice in Language Studies 9, no. 12 (2019): 1555. http://dx.doi.org/10.17507/tpls.0912.12.

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For college students majoring in English, English writing is a relatively difficult project. How to effectively improve the English writing ability of students of English majors in vocational colleges is an important issue that every college teacher needs to pay attention to. As a teaching tool, the intelligent computer automated essay evaluation system can help students improve their English writing ability more objectively, efficiently and accurately. This paper employs the intelligent computer automated essay evaluation system as a teaching tool, taking college students as the research object, and carried out an 18-week online self-writing teaching experiment and traditional writing experiment. This paper conducts a comparative study on the washback effects of teacher feedback plus intelligent feedback versus teacher feedback on English writing teaching in higher vocational college, which provides a prominent research value and research significance for the reform and innovation of English writing teaching in higher vocational colleges.

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Kong, Shan. "Community of Practice: An Effective Way to ESL Teacher Professional Development in Vocational Colleges." English Language Teaching 11, no. 7 (2018): 158. http://dx.doi.org/10.5539/elt.v11n7p158.

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Teacher professional development is essential to English teaching reform in vocational colleges. Community of practice presents a new way for professional development of ESL teachers in vocational colleges in China. This paper introduces and discusses the process of creating and exploring ESL teacher community of practice in a vocational college. And it points out that teacher community of practice is an effective way to teacher professional development.

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Nurhayati, Dwi Astuti Wahyu. "Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models." Dinamika Ilmu 18, no. 1 (2018): 91–108. http://dx.doi.org/10.21093/di.v18i1.1034.

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Self Professional Development is one of the key factors in Foreign Language Learning, and therefore strategies in developing English professional college teachers should be seen as an important aspect of improving English lecturers’ role as models. This study was done through a survey to 30 EFL college teachers of PGRI Teacher Training College and State Islamic Institute of Tulungagung, a small town in East Java, Indonesia, in order to underline the basis of making a decision on improving efforts for the sake of creating English Professional Development college teachers who are influential toward the success of English teaching and learning process. The instrument -a questionnaire including three open ended questions-was developed in accordance to reviewing some related research articles about professional developing. This study reveals the fact that to be a professional English college teachers, one should develop ten professional efforts namely perceived professional identity as model; career development needs, theoretical and content knowledge; practical knowledge and professional skills; professional networking; pedagogical content knowledge; perceived benefits of ICT use to students (perceived by the teacher); perceived benefits to the college teachers (self); engaging conducting research.

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Hungerford-Kresser, Holly, and Amy Vetter. "Political tensions: English teaching, standards, and postsecondary readiness." English Teaching: Practice & Critique 16, no. 3 (2017): 407–22. http://dx.doi.org/10.1108/etpc-05-2017-0061.

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Purpose The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability. Design/methodology/approach This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom. Findings The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms. Research limitations/implications Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts. Practical implications Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships. Originality/value There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.

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Sung, Jeehee. "A Study on School-Based Teacher Collaboration in Designing and Implementing Online English Classes for University Students." STEM Journal 23, no. 1 (2022): 58–75. http://dx.doi.org/10.16875/stem.2022.23.1.58.

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This qualitative case study investigates a school-based teacher learning community’s efforts in conducting online synchronous and asynchronous English classes for college students. It analyzes English instructors’ experiences and opinions as well as students’ responses. It explores important considerations for effective online teaching in a school-based learning environment. To this end, this study conducted interviews with four college English professors who are members of the teacher learning community and gave questionnaires to 23 female college students who enrolled in College English (Listening and Speaking) during the COVID-19 pandemic to determine how satisfied they were with the online classes. The results show that students were satisfied with both asynchronous and synchronous online English classes although they reported that their workload increased for the asynchronous version. Designing and implementing the online English classes was challenging for the instructors, although the teachers reported having enhanced their expertise. Based on these results, this study makes suggestions regarding the enhancement of teacher professional development through a teacher learning community. It also provides implications for how a teacher learning community can take shape, function, grow, and impact learning, and how it can support teaching online English classes. Further research is required, particularly in regard to teacher professional development through a school-based teacher learning community.

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Alami, Manizheh. "Causes of Poor Academic Performance among Omani Students." International Journal of Social Science Research 4, no. 1 (2016): 126. http://dx.doi.org/10.5296/ijssr.v4i1.8948.

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Nowadays, poor academic performance is among the main concerns of teachers, syllabus designers, curriculum developers and the whole educational body. The issue becomes worse in non-English speaking countries where the medium of instruction at colleges/ universities is English but students are exposed to English for a limited number of hours before beginning their study at college/university. To answer the question ‘what are the causal factors that affect students’ poor performances in non-English speaking countries like Oman? 151 essays written by students who enrolled for post foundation program at Salalah College of Technology were examined carefully. The factors involved in students’ low academic achievements categorized into four macro groups; student-related factors, teacher- related factors, family- related factors and some other factors such as marriage, health problem, toxic friendships and transportation problem. The findings show that while student-related factors have the highest impact on students’ performance, teacher-related factors had the lowest effect.Keywords: Academic performance, student- related factors, Teacher-related factors, Family-related factors

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Liu, Meihua, and Bin Wu. "Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers." SAGE Open 11, no. 2 (2021): 215824402110165. http://dx.doi.org/10.1177/21582440211016556.

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This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

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Zhang, Gary. "The Development of College English Teachers in the New Era." Pacific International Journal 5, no. 2 (2022): 68–72. http://dx.doi.org/10.55014/pij.v5i2.176.

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The rapid development of science and technology and the global integration have put forward new requirements for talents. In the new era, colleges and universities are facing unprecedented challenges in talents cultivation. As educators of the talents, college teachers must take the initiative to meet the challenges and improve the quality of talent training to contribute for the development of the country and society. College English teachers, as the guiders in language and cultural learning, thinking development and the formation of outlook on life, world outlook and values, must have enough ability to fulfill their responsibilities. This requires every college English teacher to keep pace with the times and constantly improve themselves from various aspects, and better meet the new demand for talents in the new era.

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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

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Dissertations / Theses on the topic "College english teacher"

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Han, Jiying [Verfasser]. "College English Teacher Development in China : A Mixed-method study / Jiying Han." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1127484125/34.

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Zhang, Qunying. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38575747.

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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.

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Han, Han. "A study of Chinese college English teachers in China - their beliefs and conceptual change." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1361.

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Hu, Zhiwen. "ICT, EFL teacher development and the reform of college English in China : an implementation study." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/11789/.

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The purpose of this study was to investigate ICT-related EFL teacher development in the context of Chinese national College English reform. Four aims were established. First, to examine the current situation in a specific institution from the perspectives of: 1) teachers' attitudes towards ICT use in the context of College English reform; 2) the integration of ICT in English classes; 3) provision of ICT support within current continuing professional development (CPD) programmes for EFL teachers. Second, to assess the suitability of the CPD policies and practices for EFL teachers as a way of supporting the national College English reform. Third, to identify key issues affecting the effective provision of CPO in relation to ICT for EFL teachers. Fourth, to suggest possible solutions to problems identified and directions for future research. The study employed a case study involving quantitative and qualitative methods in order to give an in-depth account of the process of implementation of the reform at particular point in time. The findings indicated that initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, but their enthusiasm was waning in the light of inadequate support and training. The national reform had, however, stimulated the improvement of ICT competence of both teachers and students. At the same time, it had challenged EFL teachers to adapt to new teaching materials, student-centred classroom teaching and how to guide students in their autonomous learning. In terms of ICT-related CPD policies and practices, there existed a gap between the current policies in the provision of CPD and demand for this. Recommendations are made for future research and for improvements in policy and practice of ICT-related CPD for EFL teachers in China.

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Afifi, Shaaban El-Afifi Abdel-Aziz. "Teaching English at the College of Business Studies in Kuwait : implications for ESP teacher training." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332476.

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Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.

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Shaw, Richard Murray. "Effects of teacher-written comments on the revision of descriptive essays by college freshmen." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434861.

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This study investigated interaction effects between the type and amount of teacher-written feedback, the sex of the subjects, and the degree of focus, organization, and development in two revised drafts of a 400-word description essay written by 43 college students in two sections of a freshman composition course taught by one instructor.Subjects in each section were randomly assigned to four different treatment groups to receive teacher-written comments or questions on their initial drafts and on their two revisions, each written in two 50-minute periods. Treatments were as follows: (1) Selective Comments were a terminal paragraph of specific suggestions for improving focus, organization, and development in the next draft. (2) Extensive Comments were a terminal paragraph of specific suggestions; specified errors in spelling, punctuation, agreement, and usage were noted in the margins. (3) Selective Questions about focus, organization, and development were written in the margins. (4) Extensive Questions about focus, organization, and development were written in the margins, and specified errors in spelling, punctuation, agreement, and usage were noted in the margins.Three dependent variables (focus, organization, and development) were measured on separate five-point scales by two raters. A 2 x 2 x 2 x 3 multivariate analysis of variance revealed two significant two-way interactions at the .05 level.The interaction between revision and sex showed that in response to teacher-written feedback on initial drafts, the males significantly improved their focus, organization, and development scores on the first revision, but the females improved only their focus and development scores. The interaction between revision and comment type showed that the Comment Groups improved their focus, organization, and development scores on the first revision, but the Question Groups improved only their focus and organization scores.A second revision (in response to teacher-written comments and questions and four 50-minute periods of practice in improving focus, organization, and development in sample student essays) showed no significant improvement over the first revision. There were also no significant differences between Selective Groups (no mechanical errors marked) and Extensive Groups (specified errors in spelling, punctuation, agreement, and usage noted).

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Souter, Colin W. "Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.

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Bibliography: pages 78-90.<br>There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.

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Ortega, Isaac Joseph. "Learning and student satisfaction interviews on the effects of accent on student perceptions of instructors /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Books on the topic "College english teacher"

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Adele, Stern, and National Association of Secondary School Principals (U.S.), eds. Improving college admission test scores: ACT English usage teacher manual. National Association of Secondary School Principals, 1986.

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Law, Janice. The lost diaries of Iris Weed. Tom Doherty Associates, 2002.

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The lost diaries of Iris Weed. Tom Doherty Associates, 2002.

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Seeing yourself as a teacher: Conversations with five new teachers in a university writing program. National Council of Teachers of English, 1994.

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E, Chielens Edward, ed. Sanctuaries: Readings for college writers. Kendall/Hunt Pub. Co., 1991.

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Hassen, Seife. A comparative evaluation of the Diploma and B.Ed English Language Teacher training at Kotebe College of Teacher Education in Ethiopia. typescript, 1996.

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Daniels, Harvey A. A writing project: Training teachers ofcomposition from kindergarten to college. Heineman Educational Books, 1985.

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Changing places: A tale of two campuses. Penguin Books, 1992.

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Comras, Jay. Improving college admission test scores: ACT natural sciences reading test teacher manual. National Association of Secondary School Principals, 1986.

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Faculty towers: The academic novel and its discontents. University of Pennsylvania Press, 2005.

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Book chapters on the topic "College english teacher"

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Inbar-Lourie, Ofra, and Smadar Donitsa-Schmidt. "8. Englishization in an Israeli Teacher Education College: Taking the First Steps." In English-Medium Instruction at Universities, edited by Aintzane Doiz, David Lasagabaster, and Juan Manuel Sierra. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-012.

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Li, Yulong. "EAP and EAP Teachers." In Educational Change Amongst English Language College Teachers in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_2.

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Huang, Zheng. "Voices of Chinese College Students." In Native and Non-Native English Speaking Teachers in China. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_4.

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Zhao, Wenbo. "A Case Study of Transformative Learning of College English Teachers." In Advances in Intelligent Systems and Computing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4572-0_154.

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Gao, Chenpeng. "The Role Change of College English Teachers under the Circumstance of Web-Based and Multimedia College English Teaching Mode." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_97.

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Li, Yulong. "Introduction." In Educational Change Amongst English Language College Teachers in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_1.

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Li, Yulong. "Research Methodology." In Educational Change Amongst English Language College Teachers in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_3.

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Li, Yulong. "Findings." In Educational Change Amongst English Language College Teachers in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_4.

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Li, Yulong. "Discussion." In Educational Change Amongst English Language College Teachers in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_5.

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Li, Yulong. "Implications and Conclusion." In Educational Change Amongst English Language College Teachers in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_6.

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Conference papers on the topic "College english teacher"

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Wang, Xiyan. "Teacher Self-Efficacy: Implication for Chinese College English Teachers Development." In 2013 International Conference on the Modern Development of Humanities and Social Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.42.

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Liu, Yan. "Research on Teacher Professional Development for College English." In 2016 5th International Conference on Social Science, Education and Humanities Research. Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.138.

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Yin, Hua. "The Image of A qGoodq English Teacher in College." In 2016 5th International Conference on Social Science, Education and Humanities Research. Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.318.

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FENG, LI, and JING XU. "THE STUDY OF THE STRATEGIES OF STUDENTS’ EFFECTIVE PARTICIPATION IN COLLEGE ENGLISH INTENSIVE READING TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35662.

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The traditional college English intensive reading class is mostly taught by teachers, students are passive learners, and the learning atmosphere is serious and the study is inefficient, which cannot meet the high requirements of modern society for the practical knowledge and ability of contemporary college students. The traditional class education mode should now been changed. In English intensive reading class, students show negative participation or even non-participation, so the teacher has become the master of English class teaching. The communication between students and teachers in speech, behavior and emotion is not ideal, therefore, on the basis of the inability to interact, teaching becomes more boring, students are more reluctant to participate in it. To solve this problem, the author tries to analyze the internal factors that influence students’ effective participation in intensive reading class, and external factors affecting students’ effectiveness. The effective participation strategies are put forward.

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Hieu, Pham Le. "A Study on Learning Pronunciation Strategies Used by English-Majored Students at the Ho Chi Minh City University of Food Industry." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.27.

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English pronunciation is very important for everybody. The English-majored students don’t have much time for English practice or improved pronunciation. So, this article is to find reality the best way to Learn English Pronunciation (LEP) for English-majored students with the hope of improving students’ pronunciation. In this research paper, the author will do a study on the learning of English pronunciation for English-majored HUFI college students. This article was made in many forms such as interviews, form collection, and data collection of more than 75 undergraduate English-majored students at the Ho Chi Minh City University of Food Industry. The research paper was conducted in April 2022. This research paper finds out that the student’s pronunciation reality is very weak. The student doesn’t have much time to practice and improve English pronunciation in college, and the way a teacher teaches English pronunciation is relevant to the student’s way and the difficulty of English pronunciation learning. This article finds out that, in teaching English pronunciation, the teacher may be uncomfortable with the student’s way of learning English. Based on the research paper find out, some of the best ways for teaching and learning English pronunciation for English-majored students.

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Ju, Changzhen. "Exploration of College English Language Teacher from the Perspective of Communication Science." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.61.

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Guo, Zhe. "The Influence of internet environment on the career development of college English teacher." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.280.

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Wang, Shaojie. "Patterns and Strategies on Professional Development for College English Teacher in Lifelong Education Perspective." In Proceedings of the 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ieesasm-18.2019.77.

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Shiota, Kazuko. "Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.004.

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Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many colleges but might result in poor outcomes and even be counterproductive. According to Bandura (1977), self-efficacy drives actions that are necessary to achieve desired results, and he classified the concepts of self-efficacy into the following four categories: (1) performance accomplishment, (2) vicarious learning, (3) verbal encouragement, and (4) emotional state. For improving false beginners’ English skills, self-efficacy matters. So, for college students still at the beginner level, what would be the ideal method of learning English grammar? How should teachers help them? What if collaborative learning is introduced? In collaborative learning, two or more people learn together. In contrast to individual learners, collaborative learners gain advantages from one another’s resources and skills (e.g., asking one another for information, evaluating one another's ideas, monitoring one another’s work). Under such a circumstance, learners can make it easier to accomplish tasks by encouraging each other. They see a successful peer as a future ideal self, and then they can sense possibilities for themselves, i.e., self-efficacy. In fact, beginners’ low meta-cognitive skills (Sakai, 2011) prevent them from improving their English skills. However, because collaborative learning might be a solution effective than individual learning in achieving critical thinking (Oxford, 1997). More so than in other subjects, collaborative learning is actively conducted in English classes, e.g., conversation practice in pairs, peer feedback on writings, presentations, and group discussions, but there are few pedagogical reports on collaborative learning from grammar classes. In this small poster presentation for the 16th Education and Development Conference, (1) the effectiveness of collaborative activities in Japan for learning grammar will be overviewed, and (2) other options that could improve false beginners’ self-efficacy in learning English grammar are discussed to provide directions for further research. Keywords: Collaborative/Cooperative Learning, False-beginner, grammar, self-efficacy, meta-cognitive skills

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Li, Xiang-wu. "Application of Politeness Principle in the Teacher-students Communication in College English Teaching in China." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.20.

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