Abstract
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching writings kills with the know-want-learn (KWL) plus model to second-year non-English-majored college students from Yangtze University. Subjects in this study consisted of 92 non-English-majored college students in the control group (CG) and 91 non-English-majored college students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory with KWL plus model of meta-cognitive writing strategy instruction for EG did a better job in enhancing students’ writing skills; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined instruction.
Highlights
Since 1999, universities in China have enlarged their enrollment every year, which has led to a serious shortage of English teachers in most universities in China and to the difficulties to improve non-English-majored college students’ English writing ability
2) Are there significant differences between males and females, as a teacher-dominated approach with CG is compared with the KWL plus model of writing strategy instruction in internetbased language laboratory (IBLL) with EG?
Part Two was that whether there are significant differences between males and females, as a teacher-dominated approach with CG is compared with the KWL plus model of writing strategy instruction in IBLL with EG
Summary
Since 1999, universities in China have enlarged their enrollment every year, which has led to a serious shortage of English teachers in most universities in China and to the difficulties to improve non-English-majored college students’ English writing ability. In order to solve the first problem (the serious shortage of English teachers), large-size classrooms have been utilized in most universities and colleges for English writing teaching. IBLL could be served differently in the field of language teaching and language learning, but there was few research on IBLL used in teaching nonEnglish-majored college students’ English writing combined with KWL plus model of meta-cognitive writing strategy instruction. KWL plus model will be adopted as the scaffold to enhance non-English-majored college students’ writing skills. In order to solve the second problem (the difficulties to guarantee and improve the quality of college students and colleges’ academic level through English reading and writing), the author tried to adopt the KWL plus model of meta-cognitive writing strategy instruction with the support of IBLL in this paper.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
