Teaching For English Majors Research Articles

A Case Study of English Education Majors’ Academic Self-Efficacy Change: Evidence From Major-Transferred Undergraduates in China

This qualitative study explored: (a) How do the three English-Education-major (EE hereafter) undergraduates perceive their academic self-efficacy change experiences over the first two years after major transfer? (b) What are the personal and social factors that prompt their academic self-efficacy change? Data was collected from three EE students at S University in S city, China. Data sources include semi-structured interviews, reflections, and observation notes. Data analysis uses qualitative content analysis, adopting an inductive approach to allow themes to naturally emerge from the data. Findings reveal that participants experienced academic self-efficacy changes through continuous and uneasy processes. Significant changes were noted in the participants’ academic self-efficacy. Key personal factors, including mastery experiences and physiological/emotional states, along with social factors, including verbal and social persuasion and vicarious experiences, were found to substantially influence self-efficacy. In light of the above findings, practical implications were proposed for EE programs and program developers from the three aspects: creating opportunities for mastery experiences within EE programs, incorporating elements of social persuasion and vicarious learning, and integrating modules focused on managing anxiety and fostering resilience. Limitations of this study and recommendations for future research were discussed.

Research on the Value of Poetry Teaching for English Majors in Applied Undergraduate Universities Under the Background of the New Liberal Arts

The emphasis of the traditional teaching environment on English instrumentality has resulted in the marginalization of poetry teaching for English majors in applied undergraduate universities. The construction of the new liberal arts affirms the importance of the English literature curriculum and also inspires people to re-evaluate the potential and unique value of English poetry teaching. English poetry is the material for the cultivation of students’ patriotism. Its condensed space contains multi-disciplinary knowledge, its long history makes it bear rich cross-cultural information, its beautiful language helps improve students’ aesthetic and creative ability and its dialectical thinking stimulates students’ critical thinking. English poetry teaching is an effective way to cultivate international compound talents with Chinese feelings required by the new liberal arts construction for applied undergraduate English majors.

Study on the Application of Learning Community in Translation Teaching for English Majors

Learning Communities(LCs) have been applied widely in teaching due to their potential impact on learning outcomes and motivation. Driven by the need for highly qualified and skilled future professional translators, translation teaching for English majors has always been the research focus in the research community. However, traditional translation teaching modes have time, assessment, and outcomes restrictions. In this context, this study drafted an appropriate design of LCs in translation teaching for English majors and explored its feasibility and effectiveness. It adopted tests, questionnaires, and interviews to examine the effects of LCs on students' translation proficiency, knowledge of translation, and perceptions of LCs. Employing group comparisons of tests and questionnaires as well as a summary of interviews, this study found that translation teaching in LCs enhanced learners' translation proficiency and knowledge of translation. Meanwhile, the learners’ satisfaction with the experimental teaching was quite high. Also, this study offers a range of recommendations for optimizing the application of LCs. These recommendations serve as valuable guidance for harnessing the full potential of LCs to achieve educational goals.

Exploration of the Application of Multimodal Teaching Mode in German as a Second Foreign Language Teaching for English Majors in Universities

Exploration of the Application of Multimodal Teaching Mode in German as a Second Foreign Language Teaching for English Majors in Universities

Research on Strategies for Improving English-Chinese Bilingual Reading Ability of College English Majors

The bilingual reading ability of College English majors is an important indicator to measure their English proficiency, which is of great significance for improving their cross-cultural communication skills and international competitiveness. However, in the actual teaching process, many students often have difficulties in reading comprehension, which affects their reading efficiency and comprehension quality. Therefore, understanding the factors that affect the bilingual reading ability of English majors in universities is of great significance for developing effective teaching strategies and improving students' reading ability. This study has identified strategies for improving the bilingual reading ability of English major students in universities through investigation and analysis, in order to serve English major teaching in universities.

Research on Cultivating Cross-cultural Communication Abilities of English Majors under the Background of Educational Informatization

With the deepening of educational reform, the teaching of English majors should be further optimized. Teachers should actively introduce new educational concepts and teaching methods to better arouse students’ interest, strengthen their understanding and application level of the knowledge they have learned, and improve the effectiveness of education. Information technology, as an important auxiliary means of English major teaching, can greatly enrich the content of English major teaching, broaden the path of education and greatly promote the more comprehensive development of students. Given this, this article will analyze the cultivation of cross-cultural communication skills among English major students under the background of educational informatization, and propose some strategies to further stimulate their thinking awareness and improve their cross-cultural communication abilities.

Analysis of the Use of Translation as a Learning Strategy in English

This study looked at how students used translation-related strategies to learn English and their attitudes on the subject. Five English education majors were involved in this qualitative case study. The results showed that students thought of translation as a helpful part of their English language learning process. They also mentioned a range of translation-based learning exercises that fall under different learning approaches. It is anticipated that the study's conclusions will highlight and advise against the efficient use of translation in English language instruction for the benefit of pupils.

The Effects of the AIGC Software on English Majors: Professional Competence, Individual Perceptions, and Career Planning

In recent years, the application of AIGC-type software in the teaching of English majors has become more and more widespread and attracted much attention. This study aims to investigate the application value and use satisfaction of AIGC-type software in teaching English majors, as well as the effects on students' individual ability and cognition. The study adopts a natural experimental method to collect data through questionnaires and interviews with ten English majors as research subjects. The study shows that AIGC-type software can effectively improve students' translation ability and self-confidence, but there are differences in the demand and acceptance of AIGC among students of different academic and ability levels; students' willingness to use AIGC is generally on the rise and their satisfaction is high, but there are still some questions and concerns; AIGC-type software can help students clarify their career planning, but their future roles may not be a replacement for human translators, but an aid for translators.

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent <i>t</i>-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. </br>The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

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.

Exploration on the Practice of Translation Teaching for English Majors Based on the Internet of Things and Multimedia Assistance

In this paper, an automatic judgment algorithm of English text is proposed, which is split and filtered first, then extracted and optimized, and finally interactively fused, and a BP neural machine judgment system is designed. After machine judgment and teachers' self-judgment of the same English sentence sample, the test results show that the ETSS system has excellent performance, improves the reliability and accuracy of judgment, and reduces the degree of human intervention and misjudgment rate in English translation judgment work. The results of the model translation of the Generalized Maximum Probability Ratio Detection (GLR) algorithm and its recognition include nested data points so that accuracy cannot be effectively guaranteed. In the GLR based comprehensive evaluation of content recognition acquisition improvement, the ID accuracy rate exceeded 95%, and the total result was 92.3%.

Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning

This study explores the uncharted territory of integrating drama into literature and language teaching, aiming to unveil its untapped potential for English language learning. Titled "Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning," this research embarks on a systematic examination of the benefits derived from the symbiotic relationship between drama and language acquisition. The investigation delves into existing literature on the subject, acknowledging drama as a powerful pedagogical tool. Drawing inspiration from Budiarto's assertion that "Drama is a powerful teaching tool," the study positions itself within the broader discourse on innovative language teaching methodologies. The primary focus lies in unraveling the multifaceted advantages of incorporating drama in language instruction, emphasizing its relevance in literature-based language learning. The geographical emphasis of the study aligns with the prevalence of current research in Asian countries, primarily those where English is taught as a foreign language. This geographical lens aims to uncover unique challenges and opportunities influenced by socio-cultural backgrounds. Furthermore, the study examines participant diversity, encompassing English education majors, students from various educational levels, and teachers, providing a comprehensive understanding of the varied impacts of drama on different stakeholders. As the study navigates through the benefits accrued by students, teachers, and the broader educational landscape, it contributes to the ongoing discourse on effective language teaching methodologies. The abstract encapsulates the essence of the research, offering a preview of the journey toward unraveling the latent potential of drama for English learning within the context of literature and language teaching

Design and Application of Multimodal Teaching Resources in English Major Teaching

Design and Application of Multimodal Teaching Resources in English Major Teaching

Research on Multimodal Teaching Strategies in English Major Teaching

Research on Multimodal Teaching Strategies in English Major Teaching

The Innovative Application of Output-oriented Method (POA) in Argumentative Teaching for English Majors and Its Influence on Students' Critical Thinking Ability

The Innovative Application of Output-oriented Method (POA) in Argumentative Teaching for English Majors and Its Influence on Students' Critical Thinking Ability

Study on college English Major Teaching and Language Library change based on the advantage correlation method

Abstract Gray system theory has been used in various disciplines recently, and its potential for language base change analysis and education assessment has been steadily investigated. Grey correlation analysis is a valuable tool for evaluating the effectiveness of instruction, particularly for English majors in colleges and institutions. Optimizing instructional strategies can be achieved through the use of this information. English teaching is profoundly affected by changes in the language bank, which requires teachers to continuously adjust their teaching strategies to adapt to the language’s development trend. Using the dominant correlation degree approach, this study investigates the connection between the changing language pool and the instruction of English majors at colleges and universities.This paper takes 14 colleges and universities of different levels as the investigation object. According to the study, there are no apparent differences between key colleges and ordinary colleges regarding learning needs, but there are differences in teaching requirements and environments. By evaluating the teaching quality of three teachers, it was found that their teaching quality correlations were 0.96, 0.98, and 0.99, respectively, and all reached an excellent level of evaluation. By examining the language bank changes, this study’s gray correlation approach may be improved to enhance the effectiveness and caliber of instruction. The study offers new guidelines for improving English instruction at colleges and universities and an assessment instrument.

A Study on the Current Situation of English Learning Anxiety of English Majors

By using adapted FLCAS as a questionnaire among 100 English majors from four different grades of Beijing Institute of Technology, Zhuhai, this study investigated the current English learning anxiety situation, the difference between different grades of English majors and the reasons of it. The results show that English majors at Beijing Institute of Technology, Zhuhai have moderate English learning anxiety and they are the most anxious at the aspect of communication apprehension. And for the English learning anxiety difference between two groups of participants, although high-grade students are slightly less anxious than low-grade students in communication apprehension, fear of negative evaluation, test anxiety and negative belief towards English, no significant difference between high grades and low grades is found. Based on these findings, this study provides some suggestions for future English learning and teaching for English majors.

The design strategies of the O-AMAS model for effective teaching of English major courses

The cultivation of English talents has become a central concern among teachers in the instruction of English major courses. The utilization of the O-AMAS model as a pedagogical framework has the potential to enhance the instructional design and courses organization, hence fostering the improvement of academic performance and learning outcomes among students. This article examines the design approach of the O-AMAS model in order to enhance the effectiveness of English major teaching. The purpose of this exploration is to provide a reference for practitioners in the field.

Data Mining Technology Helps Digital Teaching and Learning of English Majors in Colleges and Universities

Abstract The use of information technology in the teaching of English majors in colleges and universities enriches the teaching means, especially the data mining technology that optimizes the digital teaching method. In this paper, starting from English writing, based on the functional requirements of writing training, we constructed a writing training process and utilized the NMF method to mine and decompose the English news text topics. In conjunction with the writing training, the data mining technology centered on the Rete algorithm was used to carry out automatic diagnosis of English composition on the basis of natural language processing. On the basis of mining and analyzing the English news text, the effect of English writing scoring was compared, and its enhancement effect on English composition was verified through controlled tests. The average writing score of the experimental group was 19.62, of which the full score was 25. The mean writing score of the control group is 16.38, which is 3.24 points lower than that of the experimental group. Significance Sig.=0.0004<0.05, P=0.025<0.05, there is a significant difference in the English proficiency of the two groups of students. Data mining technology enhances the language proficiency of students in English writing.

The Effects of Drilling Technique on the EFL Students’ Ability in Answering the Reading Section of TOEFL Test

For students majoring in English Education at IAIN Parepare in the 2019–2020 academic year, the goal of this study is to ascertain whether or not the application of drilling techniques in reading might enhance reading scores on the TOEFL test. A quasi-experimental design was used in this investigation. In the 2019–2020 academic year, English Education majors at IAIN Parepare made up the study's population. A total of 70 students were involved in the study, divided into two sample groups of 35 students each for the experimental group and the control group.