English Writing Teaching Research Articles

Design and Research of College English Reading, Writing, and Translation Teaching Classroom Based on 5G Technology

Traditional college English lectures, writing, and translation over wireless networks have several problems. As a consequence, research and development for fifth-generation (5G) technologies are already beginning. High data speeds, decreased latency, energy savings, low cost, increased system capability, and large-scale device connectivity are all characteristics of 5G, the fifth generation of mobile communication technology. The 5G network is a wireless network interaction approach for the digital cellular network that allows for massive volumes of data traffic and a large number of wireless connections. The newest 5G technologies must be incorporated into the curriculum to attain higher-order educational capacities. Educators must fully use network resources, especially 5G network interaction tools, to improve English lecture, writing, and translation, as the fast expansion of 5G network interaction methods provides a fresh viewpoint for English lecture, writing, and translation. In this paper, we design a 5G-enabled Genetic Algorithm- (GA-) based approach for college English lectures, writing, and translation. The proposed method can promote resource sharing, empower teacher-student connections, and improve students’ overall English writing performance by researching this novel kind of network. The proposed method is further improved by incorporating 5G network-dependent English writing and interaction tools. Experimental results reveal that the proposed method outperforms state-of-the-art methods.

Review of Reynolds & Teng (2021): Innovative Approaches in Teaching English Writing to Chinese Speakers

Review of Reynolds & Teng (2021): Innovative Approaches in Teaching English Writing to Chinese Speakers

Strategies for Teaching English Writing in Senior High School Based on Subject Core Literacy: A Case Study of Follow-up Writing after Reading

Strategies for Teaching English Writing in Senior High School Based on Subject Core Literacy: A Case Study of Follow-up Writing after Reading

A Brief Study on Peer Feedback in College English Writing Teaching

One of the aims about EFL Teaching is to enhance students’ abilities of independent learning. In order to achieve the goal, many educational researchers have proposed to apply peer feedback to improve students’ independent writing ability. Peer feedback, which sources in the mother tongue writing teaching, obtains the universal application in second language writing teaching. To be specific, peer feedback is one of the methods of process writing. It is used frequently in writing teaching. It is one way to check the students’ compositions, namely students read and revise their partners’ compositions. It can improve students’ independent learning ability and their writing quality. The thesis first introduces the definition of peer feedback, relevant researches, features and current situation of writing teaching, and then elaborates how to use peer feedback in junior English writing teaching. Finally it applies the case study to draw the evaluation of peer feedback.

A Study on the Design of High School English Writing Instruction Model Based on Flipped Classroom

Flipped classroom has become a topic of interest in education. The question of whether high school English writing instruction can be integrated with flipped classroom is of utmost concern. In consideration of the characteristics of both elements based on the constructivist theory, and the integration of language knowledge, background knowledge, as well as discourse knowledge into English writing instruction, this study designs a high school English writing instruction model based on flipped classroom. Both the flipped classroom and English writing instruction focus on constructing meaning in learning, thus providing a flipped classroom model for English writing instruction in high schools.

A Comparative Study of the Teaching English Writing in Senior High Schools in Indonesia and Japan

The aim of this study is to investigate Indonesian and Japanese English teachers’ perspectives about English writing, to examine current techniques in the teaching of writing used by senior high school teachers in Indonesia and Japan, and how to know whether there are some differences and/or similarities between teaching methodologies of English writing in both countries. This study surveyed 44 Indonesian senior high school teachers and 43 Japanese senior high school teachers through a questionnaire and an interview. The findings indicated that the Indonesian and Japanese senior high school teachers have different teaching methodologies for the improvement of students’ abilities in English writing. Lastly, a conclusion is provided, accompanied by limitations of the study and suggestions for further study.

The Use of Cooperative Learning in English Writing Teaching

Writing is one of the five major English language skills according to the new English curriculum standards, and writing also reflects the core competence of students in English. English writing ability is a basic skill that students should master in the process of English learning. However, English writing teaching is one of the most difficult and neglected parts of teaching. The current writing teaching model is generally teacher-centered, focusing on results and neglecting process. This teaching method is often time-consuming, and has little effect. Cooperative learning is student-centered, values the learning process of students, and encourages students to help each other, discuss together, and actively participate in writing, thereby inspiring students’ interest in writing. This article analyzes the current researches on cooperative learning abroad and at home, introduces the theory of cooperative learning and its significance in writing teaching, and puts forward suggestions on how to better use cooperative learning in writing teaching.

Implications of Blended Teaching Based on Theory of Semantic Wave for Teaching English Writing in High School

In recent years, information technology has been widely used in foreign language teaching. As a new English teaching mode, the blended teaching, integrates the advantages of online teaching and traditional face-to-face class. Based on the theory of semantic wave, teachers can play the role of blended teaching in enhancing the writing interest and writing ability of high school students. The research makes a blended teaching design paradigm based on previous research and give some suggestions to teachers, which will better serve the teaching and learning.

Research on Scaffolding Instruction Strategies for English Writing Teaching of Rural Junior Middle School Students in China

In the teaching process of English composition writing of rural junior middle school students, there are some common cases that students "don't know how to start, the composition structure is not clear, the vocabulary sentence pattern is scanty and improper ". In view of these problems in teaching, this paper introduces scaffolding teaching strategy, designs the vocabulary sentence structure, writing frame, online interactive frame and other strategies to assist students in English writing based on the practice of English writing teaching. Through scaffolding teaching practice, the strategy and process of applying teaching scaffold to specific learning situation are explored. The results show that :(1) Scaffolding teaching ability can improve the English writing level of rural junior high school students, but also improve the learning interest of English writing in the process of learning;(2) Scaffolding teaching should not only pay attention to the process of knowledge construction, but also pay attention to the cultivation of students' interest in English learning to promote the development of learners' English writing ability.

The Application of Scaffolding Instruction to College English Writing Teaching In Minority Area of China

Abstract
 Writing is an important part of English, and it is one of the abilities of communication that students must need. However, there are many problems in the writing process. The students and teachers do not pay much attention to the English writing, and the college school students’ writing is not so good. Scaffolding teaching is a specific teaching method based on the Constructivist Theory. The author applied the Scaffolding teaching method to the teaching of English writing in College for six weeks. The author tries to test whether scaffolding method stimulates students’ interest in writing, and improve students’ proficiency in English writing.

Design and Exploration of College English Reading, Writing, and Translation Teaching Classroom Based on Machine Learning

The aims are to ameliorate the dull classroom atmosphere and unsatisfactory teacher-student interaction and cultivate students’ reading, writing, and translation (R-W-T) English proficiency level (EPL). Specifically, this paper designs an optimized polynomial kernel-based support vector machine (SVM) classification algorithm based on the machine learning (ML) theory. Firstly, this paper expounds on the correlation between ML and teaching classrooms to analyze the optimization direction in the application of ML in classroom teaching. Afterward, SVM and RF algorithms are selected for data normalization optimization, and their optimal hyperparameters are analyzed. Consequently, an experiment is designed to compare the classification accuracy of the algorithms before and after optimization, and the polynomial kernel-based SVM algorithm is proved to present the most remarkable improvement and accuracy after optimization, which is as high as 95.23% or 66.96% improvement. Therefore, the polynomial kernel-based SVM algorithm is chosen for the college English (R-W-T) classroom-oriented human pose recognition (HPR) system. Thus, English teachers can better grasp the students’ psychological state and classroom atmosphere and ameliorate unsatisfactory teacher-student interaction in students’ English (R-W-T). The proposal plays a positive role in cultivating college students’ strong (R-W-T) EPL, which is of great significance in improving the English classroom.

Problems and Countermeasures in College English Writing Teaching

Problems and Countermeasures in College English Writing Teaching

Book Review: Innovative Approaches in Teaching English Writing to Chinese Speakers by Barry Lee Reynolds, Mark Feng Teng

Book Review: <i>Innovative Approaches in Teaching English Writing to Chinese Speakers</i> by Barry Lee Reynolds, Mark Feng Teng

A Study of College English Writing Teaching Strategies —From the Language Level and Thinking Level

College English Writing; Language level; Thinking level

Reforming English Writing Instruction in the Context of Intercultural Communication: A Case Study

The study conducted a one-year teaching reform of English writing courses for English majors in a university in the context of intercultural communication. The results are expected to provide instructive and practical suggestions for both students’ and teachers’ skills development.

Big Data Analysis: Innovation of College English Writing Teaching: A Quantitative Research on “One Million Essays on Same Topics” English Writing Activity

Guided by the College English Curriculum Requirements ( published by National Foreign Languages Teaching Advisory Board in the Ministry of Education),this the paper aims at exploring methods to improve college English writing teaching based on data analysis. This paper uses the most popular automated essay scoring system and sentence correcting platform in China to launch a case study. Authors of this paper made quantitative research and data analysis on essays submitted in “One Million Essays on Same Topics” English Writing Activity, then summarized students’ writing characteristics and their shortcomings. Finally, authors of this paper provided suggestions on effective data-driven precise teaching model to improve college English writing teaching.

A Research on CALL-Based POA in English Writing Teaching

The combination of production-oriented approach (POA) and modern computer technology makes English learning and teaching more convenient and efficient. This research combines the computer-assisted language learning (CALL) mode with POA to form the online and offline hybrid teaching mode, aiming to provide a reference for English teachers.

Reasons Why We Lag Behind: Qualms of Teaching English Writing in Secondary Levels of Rural Bangladesh

Writing is one of the noteworthy factors of four major language skills. However, teaching English writing is a difficult and troublesome task for the teachers in the village areas of Bangladesh albeit to the maximum preference was given to writing modules in rural secondary schools. The present study aimed at looking into issues that hinder the advancement and effectiveness of teaching English writing at secondary school levels in rural Bangladesh. It was also investigated if the methods, materials, environments, curricula, and class sizes were congenial to the effective learning and teaching. The researcher used a mixed method approach. Both qualitative and quantitative methodology by analyzing documents, observing and interviewing of secondary school teachers and learners from different rural schools were used to conduct the study. It was observed that learners had almost no opportunity to practice critical writing in classroom settings. Seldom were they taught the writing strategies including pre-writing, brainstorming, and branching. Most often students were reluctant to the strategy of idea generation—drafting—revising. Among many obstacles, the study reveals the followings: low salary of teachers, learners’ inertia; obscurity in foreign language policies, qualms in curricula, dearth of resources and training facilities. Results from this study found plenty of incongruity between teachers’ perception and practice in writing classes. The authenticity of this paper is not marginalized to the context of a particular institution in remote Bangladesh, but is hoped to reach further to regional institutions which are facing similar problems.

English Writing Teaching and Practice

English Writing Teaching and Practice

A New Attempt of Speculative English Writing Teaching in the Era of “Internet Plus”

In the era of “Internet Plus”, the technology of “Internet Plus” has been combined with education, which calls for a new challenge to the content, mode and relationship of education. This research is going to discuss about the lack of speculative teaching in college English writing teaching in the era of “Internet Plus” based on the critical thinking hierarchical theory, finding out the current problems, to provide a new education mode.The technology of “Internet Plus” can provide rich learning materials for sttudents and the flexible studying schedule. This studying mode has changed teachers’ and students’ roles in the traditional teaching and lead to a new realationship between teachers and students. This new mode will help students improve their ability on the intellectual studying and enhance their critical thinking ability. It can also help students apply their knowledge from books to the practice.