non-English Major College Students Research Articles

Exploring Junior College Students Reading and Writing Experiences in an Online English Literature Discussion Project

The purpose of the action research is to examine what happens when non-English major junior college students at a technological university discuss English literary works via an online discussion board. The researcher invited 94 third-year junior college students (19 girls and 75 boys, ages 17 to 19) to participate in the study. Students read self-selected English literary works during their leisure time and posted responses about the books on the University's E-Learning Discussion Board to share with their group members. The researcher used qualitative and quantitative approaches to collect and analyze data. Data sources included students' reading posts, open-ended exit surveys, students' reading comprehension test scores, students' pre-study and post-study writing scores, and there searcher's journal. The findings of the study suggested that the students benefited from the reading and writing experiences, gaining confidence in their reading abilities and developing the ability to write longer English essays. However, they also encountered challenges during the process. In this paper, the researcher provides pedagogical suggestions to other teachers of English so that they can implement similar Internet-based instructions in their curricula.

A Comparative Study of English and Non-English Major University Students' Motivation to Learn English Oral Communication

This study examines the differences in motivations of English and non-English major university students in Bangladesh to learn English oral communication. Altogether 355 (184 English and 171 non-English majors) university students participated in this study. To measure learners' motivation a modified versions of the questionnaire constructed by Schmidt's et al (1996) was administered. In order to figure out the significant differences between the two groups an independent sample t-test was performed on each questionnaire item and on motivational subscales. Pearson correlations (2-Tailed) were analyzed on motivation data of both groups to understand the interactions among motivational subscales. Some similarities and differences between the groups are found from the analyses. Based on the findings of this study some suggestions are proposed for their pedagogical usefulness.

Expressional Accuracy and Learner Autonomy in English into Chinese Four-character Patterns’ Translation

This paper aims to explore advanced ESL learners’ ability to make improvements in expressional accuracy by autonomously noticing translation techniques and tackling their own expressional difficulties. 24 advanced ESL non-English major college students are randomly divided into two experimental groups with 12 engaged in an implicit task in which they are showed authentic translation to be compared with their own translation with presentation of certain common practices in translating English and the other 12 in a contrast task in which no such comparison materials are provided. Results suggest that such a comparison task is beneficial in allowing learners to make gains in translation.

Investigate and Evaluate Online Resources of Reading Comprehension Test

If the purpose of language learning is communication, then improving students’ reading comprehension competence becomes an overall goal in language teaching.This paper examines the online resources of reading comprehension tests with non-English major college students, and tackles the problem with the teaching method of integrating web-based study into class teaching. This paper investigates what Chinese EFL college students think about their study feedback in regard to their online reading comprehension test in order to find proper and effective ways to implement reading comprehension competence through Web-based environment.