Research on College Studentst'Autonomous EFL Learning Affer Course Exemption

By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.

AN INVESTIGATION INTO SECONDARY SCHOOL STUDENTS' EFL LEARNING MOTIVATION IN NORTH JIANGSU

This paper is a report of a survey study of secondary school students' EFL learning motivation in North Jiangsu. Several motivational theories other than Gardner's traditional social-psychological approach have been exploited in the design of the questionnaire in the hope of better describing EFL learning motivation in a situation-specific context from different perspectives and checking the validity of various motivational theories in explaining EFL learning motivation in China.

A Critical Analysis of Group Work in Chinese University EFL Classes

In the past few years,group activities have been warmly welcomed by EFL(English as a foreign language)classes in Chi-na,but few studies have discussed it from a critical perspective.Thus,this study explores from students’experiences what and whythe strengths and weaknesses of group work in actual contexts appear.The findings reveal that Chinese learners regard group workas an effective interactive activity for language,personal,and emotional development.However,the possible pitfalls,such as pseu-dogroups,unequal participation,groupthink,L1(first language)influence may prevent learners from obtaining the benefits of CL(collaborative learning).Finally,some suggestions are given,with the purpose of creating a more suitable facilitative EFL classroomenvironment for future Chinese EFL teaching and learning.

Error Making Analysis in EFL Classroom

In the traditional education environment,the view of a good teacher is measured in the learners’results of examination.The higher the score,the less the learners’errors are made.Consequently,in English as a foreign language(EFL)classroom,faced with the requirements of good academic performance,it tends to be no escaping issue on the emphasis of right or wrong on the learners’performance since teaching goals require sensitivity to their errors.For this reason,the paper intends to probe into stu-dents’errors in the EFL learning from different perspectives.

Chinese Tertiary Students＇ Perceptions of a Good EFL Teacher

This article mainly deals with a group of Chinese tertiary students＇ ideas about what makes a good EFL teacher at the tertiary level. The participants＇ learning experience, reflections and expectations have cast light upon what a modern EFL teacher is supposed to perform in the Chinese EFL context.

An Examination on the Problems Existing in the Teaching and Learning of Oral English

The published studies on the issues in the teaching and leaming of ESL （English as a Second Language）/EFL （English as a Foreign Language） oral English shed lights on many of the unresolved problems in ESL/EFL teaching and learning. The writer＇s findings through literature review of the issues in the teaching and learning of ESL/EFL oral English indicate that further studies in this area may provide more valuable experiences to aid ESL/EFL speakers in producing fluent and accurate speech.

The Effect of Note-taking on Listening Comprehension for Lower-Intermediate Level EFL Learners in China

This paper probes into the facilitative effects of note-taking on listening comprehension for lower-intermediate level EFL learners in China by carrying out empirical experiments. By strictly controlling other variants identified by previous studies, the current study conducts tests on objective questions and subjective summary writing for listening comprehension performances in a controlled environment. Analysis of data collected confirms that note-taking does facilitate listening comprehension, especially in the summary writing performances. English language proficiency is influential to the facilitative effects of note-taking on listening comprehension. Other variants such as the emotional status of the subject, the distribution of attention and note-taking strategies may exert complex influences on the effects of note-taking.

HELPING EFL STUDENTS LEARN TO WRITE THROUGH FEEDBACK

There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the traditional approach to teaching Englishwriting,and suggests that one way to improve stu-dents writing skills is to develop students’ composingprocesses,especially the process of revision.Based onresearch findings and the many-year teaching practice,the author describes some ways of helping studentslearn to write through using feedback effectively.