Vocabulary Enhancement in University English Classes through Gamification: Affective Experience Comparison

The purpose of this study was to explore the effects of integrating meaning-centered positive education (MCPE) and the second wave positive psychology (PP2.0) into a university English speaking class. The study adopted Wong’s CasMac model of PP2.0 and designed a series of English lessons which aimed to understand the meaning of life through the perspectives of PP2.0 and its focus on MCPE. The participants were 38 university students, with upper-intermediate English proficiency, enrolled in an English speaking class. They participated in the English program for 15 weeks and 2 h each week. The quantitative data was collected from survey of the CasMac Measure of Character and analyzed with the pairedt-test method, and the qualitative data analysis was collected from students’ weekly learning sheets and journals. The results show that the integration of MCPE and PP2.0 in a university English class is feasible to enhance students’ understanding of mature happiness through the CasMac model and to promote their meanings in life. According to the research findings, it is suggested that the CasMac model can be applied to other fields or other groups who need help to enhance life meaning and improve wellbeing. Particularly under the pandemic of COVID-19, there are people encountering traumas, losses, and sorrows and it is crucial to transform sufferings with the support of approaching mature happiness.

College English class in Presentation-Assimilation-Discussion style can not only benefit the multi-faceted input of information in language teaching, but also pay attention to students’ language output and enhance their self-confi- dence. This paper introduces a teaching action research in Presentation-Assi- milation-Discussion style with multi-modality plus mutual evaluation on the basis of research background and studies on PAD class in China, so as to provide a new perspective for the construction of college English PAD class, to build a new mode of discussion based on teaching APP, and improve the effectiveness of college English teaching.

The current study intended to have a brief understanding-based analysis of the Chinese university students’ understanding of the traditional Chinese classroom teaching method and the PAD classroom teaching method so as to investigate the feasibility and efficiency of the two teaching methods in the Chinese university students’ College English classes. Through applying a quantitative research design using the descriptive approach, questionnaires were distributed to thirty Chinese university students. The current study had revealed that the PAD classroom teaching method was much more favorable than traditional Chinese classroom teaching method by most of the Chinese university students in their College English classes. Thus, the implication of the current study was that the PAD classroom teaching method was strongly suggested to be given more opportunities to be applied and practiced by the teachers in the Chinese university students’ College English classes.

Clickers might own a bright future in China if properly introduced although they have not been widely acknowledged as an effective tool to facilitate English learning and teaching in Chinese contexts. By randomly selecting participants from undergraduates in a university in China over four academic years, this study aims to identify the impact of clickers on college English listening and speaking skills, and differences in cognitive loads between clickers and traditional multimedia assisted instruction modes. It was concluded that in China's college English class, compared with multimedia assisted instruction, (1) clickers could improve college English listening skills; (2) clickers could improve college English speaking skills; and (3) clickers could reduce undergraduates' cognitive loads in College English Class. Reasons for the results and defects in this study were also explored and discussed, based on learning, teaching and cognitive load theories. Some Suggestions for future research were also raised.

This study adopted quantitative method to investigate the predictive role of teacher support in student engagement in College English courses at selected universities in China. The study population consisted a sample size of 379 students and 124 teachers, and assessed the level of teacher support in terms of emotional, academic, and instrumental support, as well as behavioral, emotional, and cognitive aspects of student engagement. Through Mann-Whitney U test and multiple linear regression analysis, the study revealed the teacher-student differences in perceptions of teacher support and student engagement and also the predictive role of teacher support on student engagement, with implications for enhancing educational practices. The study revealed that both teachers and students rated teacher support positively in terms of emotional, academic, and instrumental support, with slight differences. There was no significant difference between teacher and student assessments of overall teacher support, though students rated emotional support higher. However, a significant difference was found in the assessment of student engagement, where students rated their engagement—especially emotional engagement—higher than teachers. Also, it was found that academic and instrumental support were significant predictors of student engagement, with academic support having the strongest impact. Based on these findings, a teacher support program is proposed to enhance student engagement in College English classes. The findings of this study have implications for teacher professional development in higher education. It highlights the importance of teacher support, especially academic and instrumental support, teachers towards boosting student engagement in College English class. Schools should prioritize ongoing training that helps teachers better understand and meet students’ academic and emotional needs, while also improving their ability to provide practical instrumental support. Professional development programs that strengthen and improve these areas can enhance teaching effectiveness, reduce discrepancies in student engagement perceptions, and ultimately improve student academic performance in College English classes in China.

In this paper, a kind of college English micro class teaching model dependent on personalized intelligent adjustment algorithm is put forward. Through the visualization of the knowledge points of college English micro class in the English teaching contents, after the learning of the students, the test stack is used to select the targeted test items in accordance with the ability of the student individuals to learn English. And the personalized teaching contents are set on the basis of the test results to the student individuals, so as to achieve intelligent and personalized learning. Finally, through the research and analysis of the teaching model of college English micro class, compared with the traditional English teaching, micro class teaching mode that is dependent on the personalized intelligent adjustment algorithm can greatly enhance the interest of students in learning English and speed up their absorption of knowledge. And it will further facilitate the organic integration of the college English micro class teaching method with the traditional education.

Based on the different categories of teachers’ discourse in college English intensive reading classes, the characteristics of teachers’ discourse in college English intensive reading classes can be categorized into two parts: formal characteristics and functional characteristics. Next, the Dirichlet distribution is applied to define and encode the formal definition of the task on the teacher discourse of college English intensive reading classes. Subsequently, it was further preprocessed and metrics and parameters were set to complete the construction of LDA topic segmentation model for effective discourse functions of teachers in college English intensive reading classes, and then the constructed model was used to conduct empirical research on teachers’ discourse functions. The results show that the evolution of teachers’ discourse data volume in college English intensive reading classes is divided into two life cycles: the first life cycle experienced the process of initial (56 in the first period)-explosion (669 in the 3rd period)-decline (49 in the 6th period), and the second life cycle took period 7 as the initial phase (77), which changed to an explosive phase (218) in period 9, and finally began to decline in period 10 (129), ending the second thematic discussion with initial – climax – decline. This study provides a better understanding of the quality and effectiveness of teacher discourse, improves teacher-student classroom relationships, improves teaching methods, and realizes an efficient English classroom.

The main focus of this article is to addresses issues about the pecha kucha approach in the university English classes. It is intended here to describe the impact of the of the new presentation format in the new modern University English classrooms. In order to attain the aim of this article, we conducted a bibliographic study that pays a special attention on the advantages and disadvantages of pecha kucha in university classroom. Under advantage section we can find some important features such as the pedagogical benefits, the teacher- student roles, and last but not the least, the use of technology. On the other side, the drawback section explains the three main limitations such as time constraint, content restriction, and excessive number of rehearsals. In this new decade there is a burning desire among teachers in helping students to be technologically skilled. Through the use of pecha kucha students not only acquire the necessary tech skills but also it builds in them a critical thinking. The study concludes that there are more advantages than disadvantages in using pecha kucha in the university English classes. Moreover, the study also highlights that one possible solution to mitigate the time constraint problem is to allow the flexibility at the moment of action.

Emotion is a part of psychological activity, which affects the activity of behavioral agent. Specially, in teaching activity, as the dominant player of teaching activity, the teacher’s emotion will influence the students enormously. Massive researches have focused on the role played by classroom behavior in teacher’s emotion as well as the influencing factors of the students’ emotion. However, there aren’t many researches on the effect of the emotion of university faculty on the class. Moreover, most researches are theoretical, which haven’t increased to the level of teaching practice. However, in specific application of subject, little content refers to English subject. These problems have provided space of the research of the article. The thesis contains five sections and refers to introduction, research situation, method, research program of the specific application of teacher’s emotion in College English class and the conclusion. The research achieves the major conclusions as follows. 1) The teacher’s emotion affects his own function of cognition and intelligence; 2) The emotional capacities of male and female teachers as well as the teachers with different working experience are different. 3) The happiness, sorrow, and angry of teacher always affect the students. 4) In class, the teacher’s emotion influences the students’emotion directly. 5)when the attention is occupied by negative emotion, the learning efficiency will be influenced largely negatively. KEYWORD: Teachers’ emotion; College English class; Effect International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) © 2015. The authors Published by Atlantis Press 71 should be combined to create an active learning atmosphere. Therefore, it is the inalienable duty for college English teachers to enhance the research about the effect of emotion on college English intensive reading teaching. In the general environment of continuous reform of English teaching, students’ interest oriented foreign language teaching principle has been gradually established. Many language teaching experts have begun to try to research about the influence of emotion on teaching. 2 CURRENT SITUATION OF TEACHER’S EMOTION

This study aims to diagnose and analyze the effects of core competency-based college English classes through the relationship between learners' competency achievement and academic achievement, and to suggest the direction for a more even cultivation of both competency and academic achievement in future general English classes. To this end, the researchers collected the results of the core competency diagnosis, the scores of mid-term and final exams, and the evaluation results of competency-building activities from 145 students. Three classes taking college English at H University in the central region participated in this study for a total of 12 weeks. Independent sample t-validation, correlation analysis, and multiple regression analysis were conducted for the purposes of this study. The results are as follows: First, we found that the teamwork competency level of learners taking this college English class improved. This result shows that students’ experiences performing the competency-building activities led to their competency achievement, and it also indicates that continuous and detailed activity-based teaching design is necessary to create college English classes that can guarantee the competency achievement of the learners. Second, learners who had improved their level of teamwork competency showed high satisfaction with the class, confirming that whether or not their core competencies were improved plays a role when it comes to the learners’ satisfaction with such classes. Finally, we found that learners with higher academic achievement had higher evaluation results regarding competency-building activities. This shows that competency-based college English classes have a positive effect in regards to improving both the core competency and the academic achievement of students. In conclusion, these results suggest that the instructional design for competency-based college English education can be an effective way for learners to develop both competency and academic achievement while putting their competency knowledge to use on their own.

In recent years, there has been a gradual increase in information-based teaching in domestic university classrooms. However, there is scant research on the use of barrage technology in higher education. This study conducts a comparative experiment in two universities English classes of students majoring in preventive medicine and pharmacy in a university in southeastern China. It aims to investigate the application of barrage technology in college English classes. By comparing the application of barrage technology in two classes, we try to address two questions: What is the overall teaching effectiveness of the application of barrage technology in two college English classes? What are the differences in the number and content of barrages between the anonymous and non-anonymous classes? The results of the study show that the use of barrage in university EFL classrooms has positive effects. It not only helps to promote learners’ motivation, stimulate their interest in learning and deepen classroom interaction but also provides data support for teachers to monitor the learning process, track learning behavior, and improve teaching efficiency. This study has a reference value for the in-depth integration of smart teaching tools and foreign language teaching.KeywordsBarrageCollege English classroomInteraction

This is an experimental study which aimed to examine the effect of Role Play method of teaching on vocabulary enhancement, grammar acquisition and syntaxability of the learners. The objectives of the experimental study were: (i) to explore the effect of Role Play on vocabulary enhancement of the students (ii) to investigate the effect of Role Play on grammar acquisition of the students (iii) to examine the effect of Role Play on syntax ability of the students. In order to obtain the above mentioned objectives, it was hypothesized that the effect of Role Play on vocabulary enhancement, grammar acquisition and syntax ability would be negative. All the students studying English in class 8thin the province of Khyber Pakhtoonkhwa constituted the population of this experimental study. The sample of this experimental study constituted the forty eight (48) male students studying English in class8th at The Knowledge School Khall, Dir Lower, KhyberPakhtoonkhwa. The experiment was steered through the Pre-test Post-test Equivalent Group Design. On the basis of the results of the pre-test, two groups i.e. control and experimental groups were made. Each group consisted of twenty four (24) students. Both the groups were taught the 8th class English course. The control group which was selected randomly was taught over routine method, while the students of experimental group were taught through the Role Play method of teaching. The duration of the experiment was six weeks. On a teacher made pre-test and post-test data were collected. Through t-test collected data were analyzed. The outcomes of the data discovered that the experimental group students showed better results in vocabulary enhancement, grammar acquisition and syntax ability than the control group students

TBLT is a kind of English teaching method combining language form and ability. It is based on specific tasks and takes task completion as motivation. In the TBLT class, students are the center of the class rather than the teacher. It has the advantages of stimulating interest, strong practical operation and so on, and is welcomed all over the world.However, everything has its advantages and disadvantages, and TBLT still has some problems to be solved. This paper mainly discusses the use of TBLT in English teaching, the existing problems and further improvement methods. In order to provide scientific theoretical basis for the improvement and optimization of college English classroom teaching, it is necessary to integrate TBLT with discourse analysis theory in college English classroom teaching.

This paper explores the quality and effect of Situational English Teaching (SET). The subjects are a few non-English majors from five colleges in a Chinese province. Taking college English course for example, a questionnaire survey was carried out to investigate the application state of SET in college English teaching. The survey shows that most college students are poor in English, and the traditional teaching mode cannot effectively improve students’ English level. Hence, it is feasible to apply SET in college English class. Based on the survey results, a new English teaching mode was designed based on SET, and its application effect was investigated empirically. The empirical analysis shows that the SET-based new mode can boost students’ learning interest and comprehensive use of English, and significantly improve the quality of English teaching. The research results enrich the evidence of SET, and promote the application of SET in college English class.

With the continuous improvement of information technology, multimedia-based instruction is becoming more and more popular in Sino college English classes. However, some problems still exist in college English reading classes. On the basis of the constructivism theory and the learner autonomy theory, some suggestions are put forward to enhance the efficiency of college English reading classes in China.