English Intensive Reading Research Articles

Analysis and Evaluation on the Use of Contemporary College English: Intensive Reading 2 (Third Edition)

Teaching materials are a bridge connecting teachers, students and knowledge, and they play an irreplaceable role in ensuring the quality of education and promoting the all-round development of students. Among all the courses in the basic stage of English majors, the Integrated English Courses occupies a large proportion in the English majors' curriculum. And the textbook for Integrated English 2, Contemporary College English: Intensive Reading 2, is widely used in colleges and universities in China. This study collected the data from questionnaire and interview to assess the Contemporary College English Intensive Reading 2 (Third Edition), in order to gauge student perceptions of its components and identify the textbook's strengths, weaknesses, and usage challenges. The analysis indicates that while the textbook is largely effective in meeting educational goals and is appreciated for its content and organization, there are areas for improvement, particularly in the underuse of audio-visual resources and the need for differentiated support for students facing difficulties. To enhance the textbook, this study recommends the integration of AI in language learning, the use of interactive technologies, and the flipped classroom approach to foster a more dynamic and personalized learning experience. These adaptations aim to prepare English major students for modern challenges while maintaining the textbook's relevance and efficacy.

Research on the Teaching Pathways of English Major Curriculum Ideological and Political Education from the Perspective of “Cultural Confidence”

With the rapid development of global information technology and the continuous deepening of the new educational philosophy of College English majors, College English teaching is no longer limited to helping students lay a solid foundation in English language, but also to cultivate students’ cross-cultural awareness, cultural identity, and national pride. College teachers should fully integrate China’s excellent traditional culture, integrate “curriculum ideological and political education” into practical teaching to enhance students’ cultural confidence, and promote China’s excellent traditional cultural ideas[1]. “Integrated English” as a core professional course shoulders the dual mission of language learning and cultural exchange. The long-standing Chinese culture provides a rich source for the ideological and political courses of College English majors. This article, from the perspective of cultural confidence, combines the current situation of English major teaching in university education, analyzes the significance of developing ideological and political courses for College English majors from the perspective of cultural confidence, and explores effective ways to implement ideological and political education for College English majors from the perspective of cultural confidence. The author takes the course Contemporary College English Intensive Reading 1 as an example, explores the ideological and political elements in the textbook from the perspective of cultural confidence, designs a teaching outline that combines teaching objectives and ideological and political objectives, and explores the practical path of implementing the function of ideological and political education in College English teaching.

Experiential Learning and its Application in College English Intensive Reading Teaching

The teaching of College English intensive reading faces many thorny issues, among which the interest of student is a big one: some articles in the textbook are not that relevant to students' lives and contain grammatical points that students consider boring, therefore they do not have a strong interest. It becomes a big issue how to raise the interest of college students and enhance teaching efficiency. This article applies experiential learning theory and explains how to raise students' self-awareness accordingly, with a case study of Unit 5 Unfreezing Frozen in iEnglish book 1.

The Dilemma and Outlet for the Teaching of English Intensive Reading in the New Media Era

In the new media era where impetuous atmosphere and “shallow reading” prevail, the value of traditional English intensive reading was seriously underestimated. It is mainly manifested in the surface structure of the teacher’s explanation, students’ scarce awareness about intensive reading, and the disconnection between practice and the content of the teaching and in intensive reading lectures is disconnected classes. The key to solving the problem is that teachers guide students to pay attention to the accumulation of information, use new media resources to strengthen the effects of reading input, and use the combination of multiple input pathways to improve the traditional and single intensive teaching mode, and cultivate students’ awareness of intensive reading.

The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective.

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.

RETRACTED: The application of multimedia courseware in teaching college English intensive reading from the perspective of constructivism

Constructivist theory advocates a “student-centered” teaching model, focusing on learner-centered and problem-based learning, collaborative inquiry learning, and situational learning. Constructivism plays a huge role in college English teaching, by enabling students to give full play to their initiative and enthusiasm. Simultaneously, the use of multimedia technology provides ideal conditions for constructivism to apply to college English teaching. Building a reasonable application of theory in the classroom English teaching, multimedia helps college teachers to optimize the classroom teaching and improve the English teaching quality. Information technology and network, has been fully utilized in the service of teaching, providing the teachers with new teaching ideas and techniques, and bringing the teaching new vitality. This paper discusses and explores how constructivism directs multimedia-assisted English teaching. Designed under the theory of constructivism, experiments were conducted on 188 sophomore students in teaching the course of college English intensive reading. The results of the experiments show the organic combination of constructivism and multimedia assistance can promote the effectiveness of college English teaching, and greatly improve students’ learning ability as well.

An Attempt to Task-based Teaching in Intensive English Reading Course in Higher Vocational Education

With the continuous progress of the time and the continual development of society, the frequency of international communication has been increasing. So higher vocational education must pay more attention to improve students’ English ability. And the most important thing is to develop communicative ability of students’ language. Now this thesis takes the English reading teaching in the higher vocational English as the research object, and first analyzes the current situation of English reading teaching, and then finds that there are a series of problems such as lack of excellent students, fuzzy teaching goals for teachers and rigid teaching methods. Therefore, after analyzing, this article starts with the analysis of the task-based teaching method, and puts forward the application research of task-based teaching method in intensive English reading in higher vocational education, so as to effectively improve the teaching quality of English.

The Degrees of Practicing Intensive English Language Reading Comprehension Skills by Eleventh Grade Students in the Directorate of Education in Irbid Kasbah District from Their Points of View

This study aimed at identifying the degrees of practicing the Intensive Reading comprehension skills by students in the Directorate of Education in Irbid Kasbah District from their points of view. To achieve the aims of the study, a descriptive-analytical approach was used, and a questionnaire was prepared to collect data after verifying their validity and stability. The participants of the study included 101 students in the eleventh grade in the academic year (2020/2021). The results of the study showed that the use of Intensive English Reading skills by the students was moderate from their points of view. Furthermore, the results showed statistically significant differences in the use of Intensive English Reading skills by students due to the gender variable. In the light of the results, the researchers recommended some recommendations, such as the teachers should maintain the progress of the students in Intensive Reading and encourage them to read English texts more and balance the teaching-learning activities to achieve the students' competencies in mastering four skills of the language.

The Effectiveness of Personalized Learning Model in Developing Intensive English Reading Skills among Preparatory Stage Pupils

The present study aimed at investigating the effectiveness of the Personalized Learning Model in developing intensive English reading skills. The quasi- experimental design was used. The participants were a sample of (57) second year preparatory stage pupils at Fatima Al-Zahraa Governmental Language School at Port Said. The researcher selected two classes; the first class of (29) learners as an experimental group and the second one of (28) learners as a control group. An intensive English reading skills questionnaire was prepared by the researcher to identify the different levels of importance of some intensive English reading skills necessary for the second year preparatory stage pupils . An intensive English reading skills test was designed by the researcher to be used as an instrument to assess the pupils’ progress in intensive English reading skills. The experiment was applied during the first term of the academic year2019/2020.The data obtained from the study has been analyzed statistically by SPSS program. Research results revealed significant differences between the post-test mean scores of the experimental and control groups in the intensive English reading skills in favor of the experimental group.

Teaching Model Construction for English Intensive Reading from the Perspective of Implicit Ideological and Political Education

Teaching Model Construction for English Intensive Reading from the Perspective of Implicit Ideological and Political Education

Observation and Reflection of English Intensive Reading Classroom from the Perspective of Multimodal Discourse Analysis

The application of Multimodal Discourse Analysis to language teaching classroom adapts to the requirements put forward by the multimodality environment in modern social life, since various multimodal teaching strategies are employed to enhance students' language skills. However, problems exist in the efficient collocation between various modes. Classroom observation is employed to collect the data, and the framework proposed by Zhang Delu (2016) is followed to conduct the Multimodal Discourse Analysis of the Intensive Reading class of the juniors of English majors in North China Electric Power University. Finally, the problems from the aspects of cultural context, contextual context, interactive context, modal and media are identified, and the suggestions to improve language teaching practice are raised accordingly in terms of teachers' employment of modality and the teaching design.

The Application of Discourse Analysis in English Intensive Reading Teaching

<p>This paper takes the discourse analysis teaching method as the starting point, interprets the necessity of discourse analysis in the teaching of English intensive reading and discusses the specific implementation and application of discourse analysis in the teaching of English intensive reading from the perspective of discourse structure, in order to improve the overall reading level of students, cultivate their comprehensive ability of language use and improve the effect of English intensive reading teaching.</p>

Study on Blending Teaching Mode of English Intensive Reading Course Based on Mobile Internet Network

In order to solve the teaching problems which existed in " English Intensive Reading course ", this paper puts forward measure which is the application of blending teaching mode into English Intensive Reading course, i.e. combining the advantages of traditional teaching methods with E-learning. In conclusion, it can not only exhibit the important role of teachers in guiding, inspiring and monitoring the teaching process, but also can cultivate students’ creativity and let the students be the main body of learning process.

Enhancing the Students’ Rhetoric Attainments in Teaching of College English Intensive Reading

Enhancing the Students’ Rhetoric Attainments in Teaching of College English Intensive Reading

A Corpus-Based Study on the Core Vocabulary Growth Models of College English Intensive Reading Materials

A Corpus-Based Study on the Core Vocabulary Growth Models of College English Intensive Reading Materials

A Study of Applying Interactive Approach in Intensive English Reading Teaching in China

The ability to communicate effectively in English remains one of the well-established goals in English Language teaching. The essential interactive nature is the key to communicative competence. Given the fact that Chinese students learn English in an EFL setting, classroom language teaching becomes all the more valuable. Intensive reading course has been considered one of the comprehensive courses and a must for college students for decades in China. This paper, based on a quantitative research which offers a glimpse of the current situation of Intensive Reading Teaching in China, first addresses the role of language teacher and that of students in an interactive classroom and then addresses the significance of the application of interactive approach to the college Intensive Reading class, and finally proposes some feasible approaches to the language classroom teaching to better facilitate students’ learning and use of foreign language by providing a sample class for illustration.

Flipping Design of Task-based Teaching Contents in English Intensive Reading

Flipping Design of Task-based Teaching Contents in English Intensive Reading

Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis

Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.

An Action Research Report on Promoting Learners’ Motivation in College English Intensive Reading Course in China

This study is to examine whether the implementation of motivational strategies in an intensive reading class has a positive effect, whether it helps activate their enthusiasm for and ease their anxiety of participation in language class activities, and whether it is helpful to their improvement of English proficiency. The research questions to be addressed in the study are: 1. what’s the motivation of my students in English reading? 1) Do my students have stronger/weaker integrative motivation than instrumental motivation? 2) How do the integrative and instrumental motivation relate to the students’ reading ability? 2. Can students be motivated to read, by applying motivational strategies in EFL setting? If yes, in what way can I make it as effective as possible? 1) what makes a task more interesting? 2) What causes a student to be more engaged by one project than another? 3) How can teachers design work that will keep students' attention at the same time it draws them more deeply into the process of learning? The whole process of the research was divided into4 cycles of planning, implementing and reflecting on progress. Classroom observation, teacher’s diary, questionnaire and informal interview were used as instruments to collect data for reflection throughout the research. The final results show that, motivational strategies do have some positive effects on improving the present passive situation in my English classroom. However, there are some problems arising from the action research.

The Reflections on the General Teaching Strategies in New Standard College English Intensive Reading Classroom

Based on the concepts of education reform, this paper elaborates the specific process of strategic performance in different language skill areas in New Standard College English intensive reading classroom. By concluding the reflections such as the triple action in metacognitive strategies and the grasp of the relationship between “supply” and “demand” in classroom teaching, we aim to explore some effective teaching strategies in College English teaching classroom.