Abstract
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching intensive reading to first-year non-English-majored graduate students from Yangtze University. Subjects in this study consisted of 58 non-English-majored graduate students in the control group (CG) and 58 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory English instruction method for EG did a better job in enhancing students’ productive skills; 2) there were significant differences between males in CG and EG, and females in CG and EG.
Highlights
In the past few years, most key universities have enlarged their enrollment every year (Wang et al, 2003), which has given rise to a serious shortage of English teachers
27.2% of non-English-majored graduate students in CG previewed texts at least twice before they visited the internet website courseware while 80.9% of non-Englishmajored graduate students in EG did the similar thing
One possible factor to the phenomenon is that CG could depend on the teacher to help them to explain everything from words to the texts, but EG must rely on themselves and the courseware from the internet-based language laboratory to make itself understand the texts
Summary
In the past few years, most key universities have enlarged their enrollment every year (Wang et al, 2003), which has given rise to a serious shortage of English teachers. In order to solve this problem, most universities and colleges have implemented large-size group teaching. In the large-size class, students are short of opportunities to practice English they learned. Students will have no opportunity to enhance English productive skills of speaking, writing and translating in a teacher-centered classroom. Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level.
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