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1
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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Chen, Shufen. "The Influence of Teacher Audio Feedback via WeChat Mini Program Sharedaka on Chinese College Students’ English Speaking Ability." Theory and Practice in Language Studies 11, no. 12 (2021): 1610–21. http://dx.doi.org/10.17507/tpls.1112.13.
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In order to effectively improve the English speaking ability of Chinese college students, this paper explores the effectiveness of oral English practice and teacher audio feedback via WeChat Mini Program Sharedaka. The research instruments include a 10-week daka practice, two questionnaires and an interview. It has been found: 1) Oral English practice via Sharedaka has a positive impact on Chinese college students’ English speaking ability. 2) Teacher audio feedback better caters to students’ need and helps improve their pronunciation and intonation. 3) Communication via Sharedaka creates a more relaxed atmosphere between teachers and students.
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Zhilin, Luo, Yang Hong Mei, and Hu, Bingyao. "REFLECTIVE REPORT OF VOCATIONAL COLLEGE ENGLISH TEACHER PURSUING INTERDISCIPLINARY TRANSFORMATION IN MANAGEMENT STUDY." Information Management and Computer Science 3, no. 1 (2020): 14–16. http://dx.doi.org/10.26480/imcs.01.2020.14.16.
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This article aims at introducing reflection of a vocational college teacher who takes English as a pre-major and further study in management field by analyzing SWOT for English teachers and working out an exploratory mechanism and framework for interdisciplinary research in vocational education management. This reflective report is composed of four parts: introduction, portrait of English teachers on teaching, research and other work, interdisciplinary transformation for English teachers and summary.
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Rui, Li. "Fuzzy Evaluation on College English Teachers' Comprehensive Quality." Applied Mechanics and Materials 433-435 (October 2013): 2441–44. http://dx.doi.org/10.4028/www.scientific.net/amm.433-435.2441.
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Teachers’ quality is to support quality education in the most positive, the most active, the most decisive factor, both with professional skills training also has English communication skills of highly qualified personnel, require highly qualified English teachers. For college English teachers’ quality is difficult to evaluate the current situation, this paper, fuzzy comprehensive evaluation method is used. First, by combining research and comprehensive analysis of the results of previous studies, establish evaluation index system; Secondly, study the basis work before evaluated, including establishing factor set, weight set and evaluation set; Then, create mathematical model, including single-factor model evaluation and fuzzy comprehensive evaluation; Finally, a college English teacher for five quality comprehensive evaluation. Fuzzy comprehensive evaluation of this paper, designed to evaluate English teachers’ quality to provide a scientific approach is bound to raise the level of English teachers, deepen education reform has played a positive role in promoting.
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Lyu, Ruifeng. "Research on Pedagogical Content Knowledge (PCK): Teachers’ Views on Language." English Language Teaching and Linguistics Studies 3, no. 2 (2021): p21. http://dx.doi.org/10.22158/eltls.v3n2p21.
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This research aimed to investigate the views on language shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. These views on language were used to understand the characteristics of the participant teachers’ Pedagogical Content Knowledge (PCK) so as to make suggestions for in-service College English teacher education and development in mainland China. The study included three rounds of data collection (pre-, in-, and post-class teaching observation), and the college English classroom teaching content analysis approach was applied in the data analysis across the cases. Teachers’ views on language include structural, functional, and interactional views. In this study, most participant teachers showed interactional views on language. Another interesting point in the data was that different views on language could be held by a single teacher in one class. This is not really surprising because teachers’ views on language are reflected in their classroom pedagogical tasks.
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Wang, Xiaohui. "An Action Research on Infusing Moral and Political Education into College English Teaching from the Perspective of New Liberal Arts." English Language Teaching 15, no. 4 (2022): 39. http://dx.doi.org/10.5539/elt.v15n4p39.
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Under the background of new liberal arts, the era of &quot;great foreign languages&quot; requires college English teaching in local applied colleges and universities to break through the barriers of result-centred traditional teaching and bravely shoulder the important task of &quot;moral and political education&quot;. In order to guide teachers to carry out this key task effectively, the present study preliminarily builds a teaching model in which four links of curriculum moral and political goals, teaching content, implementation steps and curriculum evaluation are interrelated. After a semester of teaching practice, the students participants are not satisfied with such an English teaching model integrated with moral and political education. The teacher participants do not understand the connotation of curriculum moral and political education, how to integrate moral and political goals with knowledge and ability goals, on how much degree to integrate moral and political education with college English teaching, and what is the standard to evaluate such a comprehensive course. Most of them hope to be guided by experts and learn from the demo courses. Therefore, this study further accurately sets teaching goals, determines systematic teaching content, highlights the gradual teaching process, and integrates teaching evaluation methods to reconstruct a dynamic and systematic teaching model of moral and political education into the course of college English, in order to provide teachers with standards and norms of moral and political education in the course of college English, and help teachers design excellent courses of moral and political education in the course of college English, so as to provide a guarantee for local colleges and universities to train applied and qualified talents.
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Huang, Yuqi. "Critical Evaluation of Translanguaging in College English Courses." Research and Advances in Education 1, no. 5 (2022): 48–51. http://dx.doi.org/10.56397/rae.2022.11.05.
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This paper discusses the effectiveness of translanguaging as a teaching method in the context of Chinese university English courses. The researcher introduces the current methods of teaching English in this context and compares them with translanguaging. The researcher finds that code-switching is perhaps more common in Chinese university English classrooms than translanguaging. At the same time, the researcher suggests that the use of translanguaging may help Chinese teachers to move away from being supervisory teachers and thus build a more harmonious teacher-student relationship. Finally, the authors suggest that translanguaging can contribute to a multilingual environment, thereby fostering multiculturalism in Chinese university English programmes and fostering students’ growth towards global citizenship.
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Kim, Ji Yeon. "College Students’ Perceptions of English Writing Teacher Feedback." Journal of Mirae English Language and Literature 24, no. 3 (2019): 273–301. http://dx.doi.org/10.46449/mjell.2019.08.24.3.273.
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Zhou, Xue. "Optimization of College English Teaching Plan under the Background of Micro-Video and Big Data." Mathematical Problems in Engineering 2022 (July 31, 2022): 1–9. http://dx.doi.org/10.1155/2022/2227169.
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English education has gained greater popularity due to the demands of international economy as well as international politics. College English education is also a part of national English education. However, the English education mode in colleges and universities has certain defects, and it still adopts traditional English education methods to impart knowledge to college students. This limits the interest of college students in learning English. The class hours and assessment mode of English education in colleges and universities limit the time for English learning in colleges and universities, which is also one of the reasons for the disadvantages of college English. Today, with the development of information technology, college English education should consider more technological elements to improve quality of English education in colleges and universities. Micro-video technology is a kind of video with interactive and real-time characteristics, which can be free from geographical restrictions. There are also many English education videos in the micro-video technology, which has a richer background of English knowledge and local customs. This research uses micro-video technology to assist English class level in universities. This research also considers big data theory to extract relevant features in micro-video technology to improve level of college English education. The research results show that micro-video technology can improve learning interest of English students in colleges and universities. CNN and LSTM methods can better predict student grades, student performance characteristics, and teacher performance characteristics. The hybrid CNN-LSTM algorithm has higher accuracy in predicting relevant features of college English teaching compared to the single CNN method. This also shows that the micro-video technology has great temporal characteristics in English teaching. This is a friendly study for improving the quality of English teaching.
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Zhang, Fan, and Shuxiong Feng. "A Study of a Multiple Evaluation System of College English Online Teaching in China." Global Research in Higher Education 4, no. 4 (2021): p27. http://dx.doi.org/10.22158/grhe.v4n4p27.
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The comprehensive and scientific evaluation of college English teaching in online mode is an important basis for further promoting and optimizing the pragmatic reform of college English teaching. Based on the operational principle, the principle of service to students, and the feasibility principle, this study aims to construct a multiple evaluation system of online college English teaching based on three aspects: online interaction, online autonomous learning, and English online practice. A questionnaire has been conducted among undergraduates, teachers, and experts. The Analytic Hierarchy Process (AHP) has been used to analyze the relative importance of the indicators at the first two levels in the multiple evaluation system. The results revealed that the weight coefficients of teacher-student interaction, learning resources, and English listening practice are higher, while those of learning freedom and oral English practice are lower. Therefore, the online college English teaching reform should take the following measures: equipment input of college English practice teaching should be reinforced, communication channels between teachers and students should be strengthened, and online teaching resources should be enriched.
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Cao, Min. "The Impact of MOOCs on College English Reform in Mainland China." Journal of Language Teaching and Research 8, no. 3 (2017): 571. http://dx.doi.org/10.17507/jltr.0803.16.
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Massive Open Online Courses (MOOCs) are internationally accepted as a popular online learning, its introduction into Mainland China provides an opportunity for College English education reform, which is on progress since 2007. This article attempts to draw a picture of College English teaching reform under the influence of MOOCs by adopting documentary research method through analyzing all the essays about College English teaching under the wave of MOOCs in CNKI (China National Knowledge Infrastructure) according to their research contents. The data collected shows that theoretically College English teaching could be reformed by taking the form of MOOCs in the courses of English for general purposes (EGP), English for general education (EGE), and English for specific purposes (ESP). It seems that during the reform teaching models and student-teacher relationship are altered by the MOOCs environment. Additionally, College English courses on several MOOCs platforms are analyzed, they further prove the practical College English courses done on MOOCs platforms. This paper seems to throw light on a general overview of College English teaching in Mainland China for English teachers and researchers and propose further improvement for college English teaching reform.
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Meng, Jie. "English Translation Ability for Cultivation Mode Based on Multimodal Auxiliary Scaffolding Teaching Method." Computational Intelligence and Neuroscience 2022 (July 19, 2022): 1–10. http://dx.doi.org/10.1155/2022/3556703.
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English learning occupies a very important position in college students’ learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students’ English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students’ knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students’ interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher’s heuristic teaching with questions to promote answers can effectively improve college students’ intrinsic motivation to learn English; students’ cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students’ autonomy in English learning; in the teaching activities, the use of teaching materials to train students’ skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students’ English performance.
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Guo, Qin. "Analysis on Teacher’s Roles in Lead-in Activities of College English Class." International Journal of Education and Humanities 5, no. 3 (2022): 45–50. http://dx.doi.org/10.54097/ijeh.v5i3.2445.
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Lead-in activity is the most important part of English classroom teaching and plays an important role in English teaching. At the same time, the role of teachers in English class is also very crucial, which not only affects the quality of teaching to a great extent, but also greatly affects the teacher-student relationship and teaching atmosphere in the class process. After reviewing relevant literature, it is found that the combination of the two studies is relatively rare. What kinds of roles teachers play in classroom leading activities, and what kind of role each role has, there is still a lack of substantive research. Therefore, this paper tries to study the role of teachers shown in the lead-in link of the 30 excellent teachers who participated in The National Final of the "Teaching Star" Competition of in 2020-2021, and tries to extract the efficient classroom lead-in methods and the effective teacher roles, so as to improve the teaching quality and promote the overall progress of teaching. Three revelations are drawn from the whole study: the effectiveness of classroom introduction, teachers' language literacy and the optimization of teachers' roles jointly determine the quality of English classroom teaching.
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Ling, Jiang, Liu Jianhua, Wang Haijie, and Zhang Li. "The College English Teacher Behavior and Teaching Effect Based on Big Data Technology." Mobile Information Systems 2022 (September 17, 2022): 1–10. http://dx.doi.org/10.1155/2022/4650250.
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In order to explore the correlation between college English teacher behavior and teaching effects, this paper applies data mining technology to related research. Moreover, this paper uses Bloom Filter to represent the efficiency of insert queries and space usage of dynamic data sets and designs a multichannel balanced matrix Bloom Filter. In addition, this paper uses the longest prefix matching filling algorithm when selecting the element insertion position in multiple candidate Bloom Filters, and uses this algorithm to process the college teacher behavior and teaching effect data. Finally, this paper combines investigation and experiment to conduct research. Through the investigation, it can be seen that the teaching behavior of college English teachers will have a certain impact on students, and the positive behavior of teachers can effectively improve the teaching effect, which can be used as a reference for the formulation of subsequent teaching plans.
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CHEN, Feifei. "An Empirical Study of Teacher-Student Interaction in College English Classroom from the Perspective of Educational Equality." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 41–58. http://dx.doi.org/10.33788/rcis.71.3.
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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.
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Zhang, Fan. "Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom." English Language Teaching 10, no. 5 (2017): 243. http://dx.doi.org/10.5539/elt.v10n5p243.
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Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.
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Kita Ngatu, Simon Petrus. "Integrating Peer – Teacher Corrective Feedback in Writing Instruction in a Private Teachers College in Nagekeo – East Nusa Tenggara." ACITYA Journal of Teaching & Education 2, no. 1 (2020): 19–33. http://dx.doi.org/10.30650/ajte.v2i1.533.
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This article aims at describing the process of applying the model of integrating peer-teacher corrective feedback in order to improve writing instruction in one of private teachers colleges in Nagekeo – East Nusa Tenggara. The research was designed by employing a Classroom Action Research (CAR) which was conducted within two cycles. The process of the research embraced a preliminary reflection, planning, actions, observations, and reflections. The research was conducted in one of the private teachers college in Nagekeo – East Nusa Tenggara and the participants of the study were the second semester students of English Study Program. They consisted of six students. The data were collected through a preliminary observation, interviews, writing tests, and field notes. The research was guided by several prominent studies under the issues of corrective feedback. Based on the data obtained, this study has identified that the implementation of peer – teacher corrective feedback improved the writing instruction in one of the private teachers college in Nagekeo – East Nusa Tenggara.
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Hamdan, Ayman Hamad Elneil, and Elsadig Ali Elsadig Elandeef. "Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting." International Journal of Linguistics, Literature and Translation 4, no. 3 (2021): 201–8. http://dx.doi.org/10.32996/ijllt.2021.4.3.23.
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This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language in light of 21st-century skills. It focuses on the self-evaluation of teacher talk (SETT model) and classroom interactional competence (CIC) that guides the teachers to use interaction as a tool to give their learners enough learning opportunities. Teacher talking time is analyzed from a dualistic perspective, quantity and quality. The classroom interaction's analysis is based on the micro contexts and the pedagogic aspects. This research is conducted with a qualitative approach and content analysis method. The data source is the recording of ten English classes at the college of sciences and arts in Dhahran Aljanoub, King Khalid University (KKU). The study's findings have revealed that instructors dominate talking in English class and pose questions to students to minimise teacher talking time, and the most interactional features are based on displaying questions and teachers' domination of English classroom discourse.
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Li, Xue Mei. "Design and Development of English Education System Based on Internet." Advanced Materials Research 971-973 (June 2014): 2560–63. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2560.
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Multi-media approach is the trend of future foreign language teaching. In the multi-media environment the college teachers studying mutual teaching approach in teaching college English will find there are many kinds of mutual forms: one to one; one to many; many to many. In addition, the mutual model may be used at different time. In mutual teaching model of mass media, the student will find himself an active learner, the center of academic activities, a participant in language communications and a sharer of information sources. On the other hand, the teacher will find himself a promoter of teaching activities, a participant in language communications, and a helper in assisting students in their English. As a teacher, he should adopt different models of foreign language mutual teaching.
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Zhang, Ani, and Xiaodong Zhang. "Supporting College Students with Disorder of Written Expression: A Web-Based Model for Teachers in Under- Resourced Contexts." International Journal of Emerging Technologies in Learning (iJET) 15, no. 11 (2020): 252. http://dx.doi.org/10.3991/ijet.v15i11.12767.
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In many under-resourced contexts, college teachers who have students with special needs are often insufficiently supported due to external constraints, such as limited teacher training or geographical constraints. To promote educational equity as well as college teachers’ development in under-resourced contexts, this paper provides a model that highlights the role of college teachers’ self-directed development in relation to the use of web resources as knowledge suppliers. In particular, with disorder of written expression in English as the focus, the study demonstrates how college English teachers gain a systematic and multi-layered understanding of writing as a meaning-based activity through their self-directed use of web resources to best help the students. This paper concludes with implications in relation to the potential challenges of implementing the model at various levels in under-resourced contexts (e.g., the role of institutional assistance).
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Liu, Siwei. "Promoting Effects of Computer Scoring on English Learning of College Students." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (2020): 98. http://dx.doi.org/10.3991/ijet.v15i07.13693.
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In the age of economic globalization, it is important for college students to master such an international language as English. The computer scoring is an effective tool to enhance their ability of English learning. Drawing on theories of formative assessment and structural learning, this paper mainly verifies the promoting effect of computer scoring on English learning among college students. The data were collected through a questionnaire survey, and a case study was carried out on a scoring website for English writing. The results show that: formative assessment and structural learning lay the theoretical basis for computer scoring; college students generally recognize that computer scoring system greatly enhances their ability and enthusiasm of English learning; the target computer scoring system (www.pigai.org) facilitates autonomous learning under teacher supervision, with the functions on student and teacher interfaces. The research findings greatly promote the development of computer scoring and English learning among college students.
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Wu, Shu Fang. "On the Correlations between Teacher Autonomy and Learner Autonomy under the Network Environment." Advanced Materials Research 271-273 (July 2011): 1499–504. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1499.
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Following learner autonomy （LA）, teacher autonomy （TA） has recently acquired a prominence in discourse on foreign language education. This study, taking TA as one influential variable on LA, tries to explore the relationship between them by conducting the investigation of some Chinese college English teachers of non-English majors with quantitative and qualitative approaches. The results show that there exist some correlations between TA and LA. In the end, the author gives some suggestions on how to promote learners autonomy in their English learning by cultivating and promoting teachers’ own autonomy in English teaching under the network environment.
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Chen, Chiung-chiuen. "College EFL teachers’ beliefs in making requests." Advances in Social Sciences Research Journal 7, no. 4 (2020): 387–92. http://dx.doi.org/10.14738/assrj.74.8144.
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This study examined college EFL teachers’ beliefs in their making requests in the classrooms. In this study, the methods for data-collection included a questionnaire, classroom observation, and an in-depth interview. A pre-observation questionnaire was administrated for collecting the information on teacher belief in the use of request types, and why and when teachers made these requests. Five EFL teachers and one of their respective English classes at university in Taiwan were invited to participate in the present study. Over a 4-week period, a total of 40 sessions of teaching, 50 minutes each, were observed, video-taped, and audio-taped. Afterwards, an interview was conducted. The data collected were transcribed, coded, and analyzed. Findings showed that all teachers reported their uses of both direct and indirect requests. Also, all teachers made their requests for some specific reasons and at some specific point of time. It is suggested that teachers be aware of their uses of requests. Teachers’ awareness of their uses of different types of requests may help promote teacher-student interaction.
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Wang, Li Feng. "Function Research on Network Teaching System for College English." Applied Mechanics and Materials 411-414 (September 2013): 2922–25. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2922.
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Network system provide a good and open learning environment and a variety of learning methods for students. This paper studies the functions of network teaching system In order to meet the teaching goal of college English and cultivation of comprehensive application ability, aiming at solving the problems of traditional teaching. The article explains representation of the use case diagram, which is based on the main task of network teaching system. Design the use case diagram which includes the students and teachers, administrators, combining the main task of college English Network Teaching System. According to the use case diagram, the teaching system is composed of student module, teacher module and the administrator modules, and the three modules are designed respectively. The content of the paper plays an important role in many way of problem solving, such as the distance of foreign language teaching between students and teachers and the construction of network teaching system, perfect function of deepening teaching reform, and improvement of the level in English teaching..
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Azmi, Minatul, and Fitri Pangestu Noer Anggrainy. "The Andragogical Approach for Teaching English Speaking Skill for College Students." Journal of Applied Science, Engineering, Technology, and Education 2, no. 2 (2020): 136–40. http://dx.doi.org/10.35877/454ri.asci2264.
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It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.
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Rutter, Alison. "Teacher Choices: Teacher Development." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.
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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.
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Fan, YANG. "Analysis of Reasons for Chinese College Students’ Lack of Oral English Proficiency." Studies in English Language Teaching 8, no. 4 (2020): p63. http://dx.doi.org/10.22158/selt.v8n4p63.
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Chinese college students’ lack of oral English proficiency has aroused many attentions during the College English Reform in recent years. The purpose of this article is to (a) summarize findings from the literature of challenges existed in oral English teaching in Chinese higher education and (b) find reasons for Chinese college students’ lack of oral English proficiency. The overarching question of this article is what are reasons for Chinese college students’ lack of oral English proficiency. Several reasons for Chinese college students’ lack of oral English proficiency including teacher knowledge, students’ willingness to communicate, assessment factors, and contextual constraints have been identified from the literature. This study hopes to provide references to the development of Chinese College English Reform in respect to oral English teaching.
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Siying, Meng, Zheng Jie, and Luo Ruifeng. "A Study on the “SFL”Model of College English Blended Teaching in Smokeless Campus in the Post-epidemic Era." Tobacco Regulatory Science 7, no. 6 (2021): 5197–209. http://dx.doi.org/10.18001/trs.7.6.12.
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The sudden outbreak of COVID-19 has changed the teaching mode of colleges and universities, leading to the transformation of teaching philosophy and innovation of teaching technology. Based on this, the paper constructs the “SFL” model of college English blended teaching, namely “Spoc + Flipped classroom + Live broadcast”. Guided by New Constructivism, the model is characterized by independent inquiry, cooperative learning, teacher guidance and live broadcast interaction, breaking the traditional ways of teaching. The paper analyzes and discusses the experimental process and results of the first round of integrated English course under the model of “SFL”, in order to explore the effective ways of college English blended teaching under the good environment required by the public health of post-epidemic era, namely, smokeless campus, and provide reference for other colleges and universities.
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Levy, Monica, and Nicoleta Laura Popa. "Factors of Pre-service English as Foreign Language (EFL) Teachers’ Choices to Pursue a Teaching Career." Educatia 21, no. 23 (December 21, 2022): 121–35. http://dx.doi.org/10.24193/ed21.2022.23.12.
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Teacher shortage is severe around the world and this dearth is also strongly felt in core subjects in Israel, specifically in English and Mathematics. As a result, efforts should be made to guarantee that the majority of pre-service teachers choose to pursue a teaching career upon graduating from their teacher education program. This study investigates the main motives of pre-service EFL teachers to enroll in teacher education and their perceptions about the importance of a set of internal and external factors, namely, self-efficacy, availability of a support system and satisfaction from their teacher education program regarding their decision to pursue a teaching career. In this qualitative study, 24 pre-service EFL teachers in a teacher education college in Israel were interviewed in semi-structured interviews. The results yielded evidence for perceived teaching ability being the most substantial initial motive for choosing a teaching career, and for the significance of the specifically explored internal and external factors in the decision of pre-service EFL teachers to pursue a teaching career. The results and their implications on teacher education are discussed.
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Dagne, Tiruneh. "Exploration of factors impeding teacher education college students speaking skills: The case of Jimma teachers college in Ethiopia." Journal of Languages and Culture 8, no. 4 (2017): 37–50. http://dx.doi.org/10.5897/jlc2014.0267.
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Kim, Shinhye. "Korean and Native English Teachers’ Perceptions of Online College English Classes and their Adaptation Process During the COVID-19 Pandemic." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (2022): 459–79. http://dx.doi.org/10.22251/jlcci.2022.22.12.459.
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Objectives The purpose of the study was to investigate Korean and native English teachers’ perceptions of online classes during the COVID-19 pandemic in terms of their technological pedagogical content knowledge (TPACK), techno-stress, teacher efficacy, and environmental support. The study also attempts to illustrate how the Korean and native English teachers have adapted to online classes during the COVID-19 pandemic and how their experience has affected their perceptions about online classes.
 Methods Data were collected through a survey questionnaire and interviews. A total of 37 (27 Korean, 10 native English) faculty members responded to the questionnaire and twelve of them participated in the interview. The responses in the survey were analyzed to compare the participants’ experience in online classes and their perceptions and interviews were coded to illustrate their adaptation process of teaching online classes.
 Results The results showed that there was no significant difference between the Korean and native English faculty groups in terms of their online class experience, and perception of TPACK, techno-stress, teacher efficacy, and environmental support. It was shown that the mean scores of TPACK and teacher efficacy were relatively high while their techno-stress was not high. The participants underwent the process of frustration, adaption, and reflection while coping with challenges of acquiring and utilizing technology-based instructional tools in their online classes. Though the participants were forced to adapt to online classes due to the COVID-19 pandemic, it helped them improve their technological skills and gain new understandings of their own classes and students.
 Conclusions The online class experience provided the participants an opportunity to improve their TPACK and to reflect on their teaching methods, students’ perspectives, and colleagues’ support. It can be suggested that teachers need to be encouraged and challenged to adapt to new teaching environments through which they can improve their teaching efficacy.
 
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Kim, Shinhye. "Korean and Native English Teachers’ Perceptions of Online College English Classes and their Adaptation Process During the COVID-19 Pandemic." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (2022): 470–90. http://dx.doi.org/10.22251/jlcci.2022.22.12.470.
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Objectives The purpose of the study was to investigate Korean and native English teachers’ perceptions of online classes during the COVID-19 pandemic in terms of their technological pedagogical content knowledge (TPACK), techno-stress, teacher efficacy, and environmental support. The study also attempts to illustrate how the Korean and native English teachers have adapted to online classes during the COVID-19 pandemic and how their experience has affected their perceptions about online classes.
 Methods Data were collected through a survey questionnaire and interviews. A total of 37 (27 Korean, 10 native English) faculty members responded to the questionnaire and twelve of them participated in the interview. The responses in the survey were analyzed to compare the participants’ experience in online classes and their perceptions and interviews were coded to illustrate their adaptation process of teaching online classes.
 Results The results showed that there was no significant difference between the Korean and native English faculty groups in terms of their online class experience, and perception of TPACK, techno-stress, teacher efficacy, and environmental support. It was shown that the mean scores of TPACK and teacher efficacy were relatively high while their techno-stress was not high. The participants underwent the process of frustration, adaption, and reflection while coping with challenges of acquiring and utilizing technology-based instructional tools in their online classes. Though the participants were forced to adapt to online classes due to the COVID-19 pandemic, it helped them improve their technological skills and gain new understandings of their own classes and students.
 Conclusions The online class experience provided the participants an opportunity to improve their TPACK and to reflect on their teaching methods, students’ perspectives, and colleagues’ support. It can be suggested that teachers need to be encouraged and challenged to adapt to new teaching environments through which they can improve their teaching efficacy.
 
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Qiu, Nengsheng, and Xiaoqin Qiu. "A Study on the Application Model of Blended Teaching in English Language Teaching in Colleges and Universities under the Ecological and Internet Perspectives." Journal of Environmental and Public Health 2022 (August 26, 2022): 1–10. http://dx.doi.org/10.1155/2022/4962753.
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In order to better adapt to the relevant requirements of blended teaching in colleges and universities under the ecological environment and in the “Internet +” era, the “online + offline” blended teaching mode of college English in the Internet era is innovated to further highlight the subjectivity of students in the process of English learning status. First, this study deeply understands the current situation and problems of College English teaching from the perspective of the Internet by means of a questionnaire survey. On this basis, with the construction of the English teaching concept of “student-centered and teacher-led” as the core, this study puts forward and designs the “online and offline” mixed teaching mode of College English based on the support of mobile network technology. Through the teaching experiment, it is found that the total score of students in the mixed teaching mode is 6 points higher than that before, and the scores for English Cloze, writing, and reading are 2.75 points, 1.3 points, and 1.134 points, respectively. The feasibility and remarkable effect of the mixed teaching mode are verified.
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Bell, Robert. "Voices Inside Schools - On Becoming a Teacher of Teachers." Harvard Educational Review 69, no. 4 (1999): 447–56. http://dx.doi.org/10.17763/haer.69.4.6x47362636342683.
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In this article, Robert H. Bell, a professor of English at Williams College for over twenty-five years, reflects on his experiences as both a teacher of undergraduates and a mentor to his junior colleagues. Using a historical lens, he traces the decline of pedagogical training in higher education over the course of his own career, and notes the absence of mentoring programs that would encourage senior academics to assist their younger peers in the classroom. Having been asked in 1994 to develop such a program in order to provide guidance and support to newly hired — and often untested — faculty members, Bell describes and deliberates about the obstacles and issues raised by both its creation and its implementation.
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Yan, Liping. "A Study on WeChat-Based Collaborative Learning in College English Writing." English Language Teaching 12, no. 6 (2019): 1. http://dx.doi.org/10.5539/elt.v12n6p1.
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With the rapid development of mobile information technology and social media networks, it is feasible for college English teachers to get access to social networks such as QQ, Email and MSN as a way of practicing English writing beyond classroom. Similarly, it is also possible for teachers to utilize WeChat Platform where online communities for students and teachers can be established to combine collaborative and mobile learning together as a complementary way of classroom writing teaching. WeChat Platform, as the most popular software in China, owns the advantages of transmitting instant message, videos and pictures, which supplies students more chances to collaborate and interact with each other/one another at different stages of writing tasks. This research explores the application collaborative learning of college English writing on WeChat Platform. Based on the one-semester research as well as the questionnaire of the pre-test and post-test, it is revealed that, although there are still a few challenges for students and teachers to face, this mode of college English writing contributes to cultivating the students&rsquo; team spirit, enhancing their initiative, improving their writing efficiency and developing their critical thinking by engaging in student-student and student-teacher collaboration and interaction, information sharing, communicating and socializing with classmates.
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Xu, Zhang. "A Study on Classroom Teaching Style and Learning Outcome." Studies in English Language Teaching 3, no. 2 (2015): 118. http://dx.doi.org/10.22158/selt.v3n2p118.
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<p><em>Teaching style is the reflection of individualism in the art of teaching. All excellent teachers unfold before the students their unique teaching methods, teaching techniques and teaching beliefs which result in effective learning outcome. This paper is based on a course which I audit during my visiting in the US. Through the observation of classroom lecture, analysis of after-class notes and interviews with the teacher</em><em>’ </em><em>a comparative study of classroom teaching style between Chinese and American teachers is conducted as well as the possible factors behind it. The findings of the paper will positively promote the creativity and innovation of the Chinese College English teachers who will make a reflection on their own teaching and make every effort to formulate their own teaching style in order to achieve a higher standard of college English teaching and at the same time promote college English learning.</em></p>
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Iddi, Sophia, and Noah Mtana. "The Contribution of Language Supportive Teaching in Facilitating the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College, Tanzania." East African Journal of Education Studies 5, no. 3 (2022): 216–28. http://dx.doi.org/10.37284/eajes.5.3.922.
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This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College. This study had four specific objectives; To assess the success of LST training in Morogoro Teachers’ College, to find out how LST works in secondary schools where graduates from the LST training in Morogoro are teaching, to determine how LST contributes to the transition from Kiswahili to English medium instruction, and to examine challenges which leaners experience after making the transition between primary and secondary schools. The study involved a sample of 8 respondents (i.e., 5 teacher educators) from Morogoro Teachers’ College and 3 secondary school teachers from the college; the researcher used descriptive design which used qualitative research approaches. Nonprobability sampling techniques such as purposive sampling was used to get the sample for this study. Data collection involved both primary and secondary sources and instruments such as interview guides were used. The study revealed that LST has contributed more towards the language of teaching, the training led to additional teaching skills to teachers, improved students’ English proficiency, improved English practices, strengthened students’ self-confidence in group discussion, teaching English language has been strengthened, pedagogical skills enhanced, and English Language Speaking Enhanced in Classroom Strengthened Students’ Ability to Communicate in English without Fear of Errors. Also, the study found that LST in secondary schools is implemented through the following ways; group discussion, collegial partnership, sentence structure and pronunciation, teaching aids and the use of students’ thinking language. The study also found that LST has improved students’ vocabulary, improved students’ reading in English language, improved students’ writing in English language, helped teacher’s new ways of supporting the mastery of subject content language, and helped to engage students in learning process.
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Cabot, Michel, and Arne Kaldestad. "The need to supplement written grammar feedback: A case study from English teacher education." Moderna Språk 113, no. 2 (2019): 1–19. http://dx.doi.org/10.58221/mosp.v113i2.7537.
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 The value of oral corrective feedback for the development of metalinguistic knowledge has been acknowledged in the research literature for decades. Yet, teachers in second language teacher education programmes still tend to provide written feedback almost exclusively, leaving untapped potential for successful formative assessment. This study aims to investigate the potential complementarity of written and oral feedback through a qualitative case study of one teacher educator’s grammar feedback practices in English as a second language. Eighteen student teachers at a Norwegian university college received individual written and oral corrective feedback on their essays. The provided feedback was analysed using Ellis’s (2009) and Lyster and Ranta’s (1997) taxonomies. Inter- and intra-rater reliability tests confirmed the findings. The analysis shows that written and oral feedback fulfil different functions and have complementary roles. The described case may function as an inspiring example of exemplary practice for teacher educators and language teachers.
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Tibi, Moanes H., Kholod Hadeje, and Bashier Watted. "CybercrimeAwareness among Students at a Teacher Training College." International Journal of Computer Trends and Technology 67, no. 6 (2019): 11–17. http://dx.doi.org/10.14445/22312803/ijctt-v67i6p102.
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Schmidt, Rebecca. "Initial stages of individual teacher CEFR-related classroom curriculum projects at Miyazaki International College." CEFR Journal - Research and Practice 3 (October 2020): 21–43. http://dx.doi.org/10.37546/jaltsig.cefr3-2.
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The introduction of mediation as the fourth mode of communication into the CEFR has the potential to revolutionise language teaching. The development of teachers’ competence in this area has become a challenge for teacher training. The paucity of curricula and courses aimed at developing pre-service teachers’ awareness and competence in mediating communication has motivated this research, and the article is intended to serve two main purposes, namely, to identify mediation activities performed by in-service teachers and to outline strategies of training preservice teachers. Research methodology included both qualitative analysis of 15 video-recorded lesson transcripts and quantitative analysis of a survey of 100 pre-service teachers of English in Russia. The lessons by Russian in-service teachers of English were analyzed to find evidence of classroom mediation and the survey was conducted to discover their familiarity with the CEFR and to elicit their views on the changes needed in teacher training after the appearance of the CEFR Companion Volume. The results indicate that communicating ideas and concepts lies at the core of classroom interaction, and thus special training is needed for language teachers to perform it. The practical implications of this study include a sample of piloted tasks for various proficiency levels aimed at facilitating the pre-service teachers’ awareness of mediation and the ability to perform it in the classroom.
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Yuan, Fang. "An English-language Multimedia Teaching Model Based on Krashen’s Theory." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (2018): 198. http://dx.doi.org/10.3991/ijet.v13i08.9051.
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Traditional English teaching practice often centers on the teacher and implements the teaching mode of “exemplifying by the teacher-answering by students-evaluating by the teacher”. This inflexible teaching mode fails to fully exert student’s subjective function; at the same time, due to the lack of necessary guidance and help from teachers, students are more likely to suffer from learning burnout and low self-confidence. With this regard, an English multimedia teaching mode was proposed in this study based on Krashen’s “Language Input Theory”. The theory is characterized by emphasizing the analysis of English language learning from the perspectives of “acquisition” and “learning”, advocating “understanding” of knowledge and using student-centered teaching methods. In this study, Krashen’s theory was combined with interactive learning methods and multimedia information technology to form an English teaching mode focused on “teacher-student”, “student-student” and “student-computer” interactions and build an “in class- after class” and “online-offline” English learning environment. This mode was practically applied in the teaching of “College English” at Hohai University in Jiangsu Province, China. The results show that the English multimedia teaching mode based on Krashen’s theory is more effective than the traditional teaching mode in improving students’ interest and self-confidence in learning.