理工科学术英语泛在学习教师维度研究——基于NVivo的质性分析

Ubiquitous Learning of English for Academic Purposes for Science and Engineering from Teachers’ Perspective——A Qualitative Study Based on NVivo

本研究对30位中外学术英语教师展开了半结构式访谈,运用NVivo12,从教师维度开展质性分析,讨论理工科学术英语泛在学习模式的可行性和理工科学术英语教学实施情况,旨在为该模式的建立提供实证依据。研究结果表明,受访教师认为泛在学习模式符合理工科学生的学习习惯和心理,在教师的积极引导下,学生通过线上学习可以获得更多的学习时间、学习资源和交流机会。理工科学术英语教材主要采用契合学生水平的、大众化的经典英文教材。教学方式主要是教师讲授为主、学生讨论为辅。理工科学术英语泛在学习模式可基于此优化学习资源、加强师生交互、融课堂内外于一体。

Ubiquitous Learning( UL) has been introduced into universities and colleges in China,which calls for learning at anytime,at anywhere and of anyone,especially during the Covid-19 pandemic. Correspondingly,it is of great significance to the teaching reform of English for Academic Purposes( EAP) for science and engineering,students’ learning style and the improvement of their EAP ability. To optimize the teaching of EAP under U L environment and apply the concept of it to EAP courses for science and engineering,this study aims to explore the following two questions from the perspective of teachers:( 1) the feasibility of the U L model of EAP for science and engineering;( 2) the implementation of this model into EAP course for science and engineering.According to the research questions,this paper designed an interviewoutline to explore whether the U L model was recognized among teachers concerning its feasibility of application into EAP learning and the criteria for textbook selection,teaching methods, evaluation methods, etc.Semi-structured interviews were conducted among 30 Chinese and English native speaking teachers of EAP and professional courses for students majoring in science and engineering. Thirty text documents with 290,000 words have been collected and data was then analyzed through N Vivo 12. The relevant concepts and categories in the interviews were summarized, the links between the categories were constructed,and the core views from the teachers on the U L model and teaching implementation were obtained. The results showthat students have the cognitive and learning ability to use the network and mobile devices to assist learning at the current information age,and some teachers have already used online teaching platforms and resources inside classroom teaching. It can be concluded that constructing the U L model and applying it to the teaching of EAP for science and engineeringcomplies with the learning habits and psychology of those students. However, students’ learning motivation and autonomous learning ability are the challenge to the promotion of this model,which underlines the role of teachers. The following features of the teaching implementation of EAP are obtained accordingly. First,teachers attach great importance to the selection of English textbooks,and self-compiled lectures,MOOCs and other online resources are used to enrich teaching materials.Second,given the difficulty of the professional content of EAP for science and engineering, most of the classes conducted by Chinese teachers are centered on teacher delivery supplemented by student discussion while English native speaking teachers adopt the student-centered teaching method. Third, academic skills and the contextualization of teaching activities have been emphasized in the teaching process. Fourth,a variety of tasks such as lab reports,oral presentations and online assignments are used to assess students’ academic English proficiency. Therefore,while applying the U L model,teachers must combine the information obtained online,adjust the important and difficult points of teaching content,supervise students to complete tasks,and guide them to search learning resources and carry out learning discussions. Since the U L model of EAP for science and engineering creates an intelligent learner-centered learning space which is not limited by time and space,it will,with positive guidance of teachers,optimize learning resources,strengthen the interaction between teachers and students,and integrate inside and outside-classroom interaction to achieve the effect of learning at anytime,at anywhere and of anyone.