College English Class Research Articles

Multimodal Translation in College English Class for Non-English Major Learners

Multimodal Translation in College English Class for Non-English Major Learners

Application of "Production-Oriented Approach" in College English Teaching: Adaptation of Teaching Materials

According to the theory of " Production-Oriented Approach " (POA) , the team of the author has carried out POA processing on the college English comprehensive course materials, and carried out an experiment in the college English comprehensive class for one semester. This paper focuses on the adaptation of teaching materials, discusses the process of adaptation from the aspects of preliminary analysis, goal setting, selection and conversion of input materials, and points out the implications of this study for the preparation and use of college English textbooks.

Evaluation of the Integration Path of Ideological and Political Elements in English Major Courses Based on the ADDIE Model

Abstract This study uses the course “English Teaching Research” as an example, and discusses the importance, method, function, evaluation, and effectiveness of the integration of theory and politics into foreign language education by examining the ADDIE model of college English classes. Based on this model, he discusses the classroom design process from analysis to assessment in blended learning, which helps college English teachers adapt the content of Traditional language The special writer presents the academic work of ideological and political education in the course of English Teaching Research, methods and content of ideological and political education Master in the classroom, theoretical basis, use, teaching and teaching effects of ideological and political content in the classroom. The process uses edge computing hardware architecture to solve the problem of the high-cost system; The use of deep learning technology solves the problem of the inaccuracy of class measurement; The problem of incomplete classroom evaluation is solved by extracting several indicators such as classroom attendance, classroom comprehension, classroom activity, and classroom richness.

An Understanding-based Study between Traditional Chinese Classroom Teaching and PAD Classroom Teaching in Chinese University Students’ College English Classes

An Understanding-based Study between Traditional Chinese Classroom Teaching and PAD Classroom Teaching in Chinese University Students’ College English Classes

The construction of the “College English creative writing workshop” as the second class

College English is a compulsory public basic course for non-English majors in Chinese universities, it is also called “Public English” for undergraduates. Since the Ministry of Education of China formulated the College English Curriculum Requirements (hereinafter referred to as the “Curriculum Requirements”) on January 2, 2004, a series of reforms in College English teaching have been carried out by Chinese universities in accordance with the social demands. Based on the theory of constructivism, the present study constructs the second class of College English by learning from the “English creative writing workshops” which has been flourished in European and American universities. After a semester of piloted teaching, it found that the College English creative writing workshop, as the second class, not only is a beneficial supplement to the conventional College English class, but also has a significant effect on improving the English writing ability of non-English majors. In addition, it’s teaching mode is also very effective in cultivating students’ innovative thinking ability, practical ability and autonomous learning ability. The study has certain practical value in promoting the localization of creative writing in local Chinese universities, as well as in cultivating college students’ ability to tell Chinese stories well.

PBL Using AI Technology-based Learning Tools in a College English Class

This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.

Teachers’ Negative Emotions and Emotional Regulation Strategies in Chinese College English Class

Teachers’ Negative Emotions and Emotional Regulation Strategies in Chinese College English Class

Exploring the Effects of Automated Written Corrective Feedback on EFL Students’ Writing Quality: A Mixed-Methods Study

Despite a large number of studies on the adoption of automated writing evaluation (AWE) systems, the effects of automated written corrective feedback (AWCF) on English as a Foreign Language (EFL) students’ writing has been insufficiently documented. This study employed a mixed-method approach to examine such effects because of the significance of AWCF in EFL writing. Using a quasi-experimental design, this study explored how AWCF through Grammarly affected EFL students’ writing quality. A total of 67 EFL students from two intact university English classes participated in this study, with a treatment group receiving two rounds of Grammarly feedback and teacher feedback while a comparison group receiving teacher feedback only. The results of the posttest writing task revealed that the students from the treatment group did not significantly outperform the students from the comparison group in syntactic and lexical complexity, accuracy, and fluency. A follow-up questionnaire consisting of fixed-response and open-ended questions was administered to the students from the treatment group after the posttest to elicit the students’ perceptions of Grammarly feedback effects on their writing. The qualitative findings supported and provided deeper insights into the quantitative results. This study was concluded with a discussion of its limitations and implications.

The Implementation of Microlessons in a University English Class

The Implementation of Microlessons in a University English Class

Research on Teaching Reform for College English Class from the Perspective of Holistic Education

This paper explores the transformation from traditional education of cultivating pedant to modern holistic education that has effectively improved the teaching quality by introducing the concept of holistic education into college English teaching and conducting a series of reforms in teaching content, methods and skills.

The Application of ARCS Motivation Model in Online College English Class

The Application of ARCS Motivation Model in Online College English Class

The Teaching Design and Exploration of "Great Ideology and Politics" in College English Class

The world culture is becoming more and more diverse, so the ideology of contemporary college students has become increasingly active. English teaching, as one of the important components of higher education in China, has become a key link in the current college education system under the background of "great ideology and politics". College English teachers should rely on the knowledge content in English textbooks to actively infiltrate the content of ideological and political education in the classroom, so as to lay a good foundation for the further optimization and innovation of China's higher education. This paper first analyzes the challenges faced by the "great ideological and political Course" in college English class, and then puts forward some measures for the implementation of the course.

The Strategies for Ecological Construction of College English Teaching under the Background of Big Data

Big data brought about a lot of challenges for college English teaching; countless opportunities have been shown to us it is necessary to reconstruct ecological balance in college English class. We should affix much value to deepening the core concept of the integration and development of information technology and English classroom teaching reform. According to the principle of educational ecology, we should also use big data to study the interdependence and restriction of various factors in English teaching, and make full use of the role of big data information technology in improving college English teaching. Here a number of strategies are offered to strengthen college English teaching in the big data era.

Analysis and Optimization Strategies of College English Teaching from the Perspective of Eco-Linguistics

This paper is designed to provide a comprehensive analysis of eco-linguistic applications in college English teaching. The paper aims to explore the theoretical foundations of eco-linguistics, to review existing research in the field and to provide insights into the current state of eco-linguistic research in college English teaching. The paper will also present case studies of eco-linguistic applications in college English classes, demonstrating the potential for eco-linguistic activities to promote environmental awareness, critical thinking and cultural understanding.

A Study on the Approach of Innovation and Practice in University English Classes under the Background of Curriculum Ideology and Politics

Under the general trend of global integration in the world, English teaching in colleges and universities must adapt to the current situation of China's opening-door policy, must change the traditional teaching mode that only pays attention to appearance on paper, and must attach importance to English education in the context of curriculum ideology and politics. Our education needs to focus on returning to life, expand students' learning scope, and improve students' mastery and application ability of English with correct political thoughts. With the development of the educational concept of "curriculum ideology and politics", more and more colleges and universities realize the relationship between ideological and political education and professional courses. From relevant research on ideological and political education in English major courses, the courses have long attached importance to develop students' professional knowledge and skills. To enrich the ideological and political research theory of most students, major colleges and universities start with specific English major teaching in colleges and universities and grasp the paths and methods of innovative teaching practice. Specifically, they implement the concept from the aspects of teaching design such as speculation, reading, and listening, so as to further improve their ability to cultivate talents through English education.

Smart Classroom Model of College English in the Context of Big Data

The formation of intelligent classroom education mode is a new education mode under the background of Internet development, which breaks the time and space limitations of traditional education and enables students to consult knowledge at any time through the Internet. The establishment of smart classroom strengthens the interaction between teachers and students, integrates various educational functions, improves the efficiency of classroom teaching, and urges students to develop their independent learning ability, which is the main achievement of the current development of smart education. This paper explores the establishment of college English classes under the development of the Internet in the new era. Through the combination of online and offline education, it can improve the efficiency of classroom teaching and provide a development direction for educational reform.

대학 교양영어 수업의 자기 주도적 과업 활동 사례연구

This study aims to contribute to research on enhancing college students’ self-directness by sharing a case of a self-directed task activity conducted in a college English class in South Korea. For twelve weeks, one hundred two undergraduates participated in the self-directed task to build a positive habit. Participants‘ written reflections on the process and the result were analyzed. Further analysis was followed on whether there was a relationship between goal achievement and self-reflection patterns. The results revealed that the participants experienced different self-regulation through the task process. The differences were rooted in personalized motivation, a clear goal, self-understanding, and self-reflection. The group with weak motivation and a vague goal had an unspecified plan and lacked self-understanding as well as self-reflection. Meanwhile, the group with strong motivation and a solid personalized goal deeply understood themselves and was active in self-reflection. Their successful experience of self-regulation strengthened their positive self-image and helped them to have a continuance will. The study concludes with educational implications and suggestions for implementing the task in classes.

Facilitating L2 writers' metacognitive strategy use in argumentative writing using a process-genre approach.

This paper reports on an empirical study that examined changes in L2 writers' perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Participants were 72 first-year undergraduates, with an experimental group (n = 40) taught by the process-genre writing approach and a comparison group (n = 32) receiving conventional writing instruction. A Likert-scale questionnaire was used to examine students' changes in their conceptualized metacognitive strategies. Think-aloud protocols were conducted to gain an in-depth understanding of students' application of metacognitive strategies and genre knowledge in performing writing tasks. Findings revealed that the process-genre instruction had a significantly positive impact on the "considering the audience" factor, and students' conception of the audience was clearer and more diversified. An in-depth analysis of the think-aloud protocols showed that the participants incorporated the acquired metacognitive strategies and genre knowledge in completing writing tasks, with more pre-task planning time focused on both global and local aspects. Students' metacognitive monitoring also shifted from surface-level lexical and grammar regulation to discourse-level text control.

Analysis on Teacher’s Roles in Lead-in Activities of College English Class

Lead-in activity is the most important part of English classroom teaching and plays an important role in English teaching. At the same time, the role of teachers in English class is also very crucial, which not only affects the quality of teaching to a great extent, but also greatly affects the teacher-student relationship and teaching atmosphere in the class process. After reviewing relevant literature, it is found that the combination of the two studies is relatively rare. What kinds of roles teachers play in classroom leading activities, and what kind of role each role has, there is still a lack of substantive research. Therefore, this paper tries to study the role of teachers shown in the lead-in link of the 30 excellent teachers who participated in The National Final of the "Teaching Star" Competition of in 2020-2021, and tries to extract the efficient classroom lead-in methods and the effective teacher roles, so as to improve the teaching quality and promote the overall progress of teaching. Three revelations are drawn from the whole study: the effectiveness of classroom introduction, teachers' language literacy and the optimization of teachers' roles jointly determine the quality of English classroom teaching.

대학 교양 영문독해 수업을 위한 방안 연구

Objectives The purpose of this study is to investigate the effectiveness of cooperative learning in university English reading classes: how it affects students' learning motivation, class satisfaction, and academic achievement. Methods For the purpose, this study conducted an experimental study on a total of 70 college students for 10 weeks. Thirty-four of them took the English reading classes using cooperative learning as an experimental group. The other thirty-six took the English reading classes in a traditional way. For the study, data were collected from each group and their responses were analyzed through statistics. Results The experimental class showed that intrinsic motivation, class satisfaction, and academic achievement were statistically significant. As a result of analyzing each sub-factor of class satisfaction, among the four factors, the interest, suitability, and satisfaction showed significant differences. Also, in the experimental class, it had a statistically significant effect on academic achievement in the final exam. Conclusions These results show that cooperative learning in college English reading classes has a significant influence on learners' learning motivation, class satisfaction, and learning achievement. These findings can help improve teachers' teaching styles by applying cooperative learning effectively in English learning.