Lecturers’Efforts in Building Rapport in the English-Medium Instruction(EMI)Context:Focus on the Use of Communication Strategies

Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.

An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

A Survey Study of Kindergarten Teachers’Use of ChatGPT to Support Instructional Design

With the rapid development of information technology,Artificial Intelligence(AI)is gradually applied to a wide range of fields,especially the powerful ability of ChatGPT to bring infinite possibilities for education,but teachers’attitudes toward using it are not yet clear.The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use.The results indicate that kindergarten teachers hold positive preferences for technology acceptance,perceived self-efficacy,and learning attitudes toward using ChatGPT for instructional design.Meanwhile,the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instructionenvironments.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

“Instruction-Category” Approach of Test Suite Construction for Oven Embedded System

Being different from testing for popular GUI software, the “instruction-category” approach is proposed for testing embedded system. This approach is constructed by three steps including refining items, drawing instruction-brief and instruction-category, and constructing test suite. Consequently, this approach is adopted to test oven embedded system, and detail process is deeply discussed. As a result, the factual result indicates that the “instruction-category” approach can be effectively applied in embedded system testing as a black-box method for conformity testing.

Explicit Grammar Instruction in L2 Learners'Writing Development:Effective or Ineffective?

It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.

Pre-recorded instructional audio vs. dispatchers' conversational assistance in telephone cardiopulmonary resuscitation: A randomized controlled simulation study

BACKGROUND:To assess the effectiveness of the telephone chest-compression-only cardiopulmonary resuscitation(CPR)guided by a pre-recorded instructional audio when compared with dispatcher-assisted resuscitation.METHODS:It was a prospective,blind,randomised controlled study involving 109 medical students without previous CPR training.In a standardized mannequin scenario,after the step of dispatcher-assisted cardiac arrest recognition,the participants performed compression-only resuscitation guided over the telephone by either:(1)the pre-recorded instructional audio(n=57);or(2)verbal dispatcher assistance(n=52).The simulation video records were reviewed to assess the CPR performance using a 13-item checklist.The interval from call reception to the first compression,total number and rate of compressions,total number and duration of pauses after the first compression were also recorded.RESULTS:There were no significant differences between the recording-assisted and dispatcher-assisted groups based on the overall performance score(5.6±2.2 vs.5.1±1.9,P>0.05)or individual criteria of the CPR performance checklist.The recording-assisted group demonstrated provided(170.2±48.0 vs.156.2±60.7).CONCLUSION:When provided by untrained persons in the simulated settings,the compression-only resuscitation guided by the pre-recorded instructional audio is no less efficient than dispatcher-assisted CPR.Future studies are warranted to further assess feasibility of using instructional audio aid as a potential alternative to dispatcher assistance.

Peer-Instruction—哈佛大学物理课程教学新方法

Peer—Instruction教学方法是哈佛大学著名教授Eric Mazur创立，使用专门设计的用于揭示学生错误概念和引导学生深入探究的概念测试题（Concep Tests），借助计算机投票系统（Computerized Voting System），组织大班课堂教学，变传统单一的讲授为基于问题的自主学习和协作探究，有效地改变了传统课堂教学手段、教学模式。在大班课堂教学中实现学生自主学习、合作学习、师生互动、生生互动。本文旨在介绍这种教学方法，阐明其教育意义和促进学生学习方面的作用，综述了PI教学方法的广泛应用和相关研究结果。

The Effects of Schema Instruction on Reading Comprehension of English Argumentation

Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.

On Problems in College English Teaching Reform on the Basis of Cloud Computing Assisted Instruction

Cloud Computing Assisted Instruction shows incomparable advantages over the traditional language teaching, but meanwhile, it exists some major problems, for instance, the information technology is omnipotent, information input is too excessive and teachers' role is considerably weakened. This article attempts to analyze the problems and promote language teaching reform base on Cloud Computing Assisted Instruction.

双语教学引入Peer-Instruction教学方法的实践

Peer-Instruction教学方法是一种先进的教学理念,在双语课程中引入该方法,通过合作学习和自主性学习,发挥学生的主观能动性,取得良好的教学效果。

The Application of the Computer Assisted Instruction(CAI) in English Teaching in High Schools

On the basis of the brief introduction to CAI and some its distinctive features,this paper minutely arrives at the principles of the application of CAI in high schools and analyses the implication brought about by its application.This research is to provide a further help for English teachers in high shools,so that the students can effectively improve the level of English language learning.

Applying“First Principles of Instruction”as a Design Theory of the EFL Classroom:Findings from an Empirical Study

How to benefit the learners learning English as a foreign language(EFL)from the aspect of instructional design aroused the concerns of many teachers and researchers.The main purpose of this study is to address the question of how teachers can design and implement EFL classroom that benefit the learners.Specifically,the“First Principles of Instruction,”advocated by Merrill(2002),was applied by the English teachers to conduct their day-to-day pedagogical practices.The corresponding effects of this theory in designing EFL classroom activities were reported in this study.Two research questions are formulated as follows:(1)Does the“First Principles of Instruction”benefit the EFL classroom designing in the aspect of student achievement?If yes,what is the effect?(2)How do the English teachers perceive the“First Principles of Instruction”to design EFL classroom?While observing the EFL classroom activities and interviewing the college English teachers,an empirical study was done to perceive how college English teachers could best apply these principles to design EFL classroom activities.

Using Task-based Instruction Approach to Make Clear Communication

Unclear,ambiguous,poor communication is one of the causes of major marine disasters.To foster the students'commu-nicative competence,the task-based instruction theory was applied in the design of English for Specific Purpose(ESP)instruction.This paper explored the procedures in task-based language teaching and applied them in ESP class in a Chinese vocational institute.

College English Writing Instruction from the Perspective of Text Linguistics

This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.

An Instructional Model of Online Synchronous Instruction--A Case Study of College English Course for College Students

Online synchronous educational experience via videoconferencing has become ubiquitous domestically and internationally with the spread of Covid-19 Virus.Online teaching theories and educational experiences through computer-mediated communication have been integrating and evolving during the current situation.The objective of this paper is to demonstrate a practical teaching model for Chinese college students’English as a foreign language learning course.The key finding of the research is that the 5-step-teaching Model developed under the context of online synchronous learning and teaching is both functional and efficient on the theoretical basis of constructivist approach.This teaching model is proved to be practical,interesting,useful and functional to both second-years and graduates during the implementation of educational transaction according to the survey conducted at the end of the semester.The ubiquity of online synchronous learning and teaching would lead to a meaningful and worthwhile educational experience and have a far-reaching implication for both educators and student’s personal development,especially students’critical thinking capability.The findings of the paper are pedagogically valuable for e-teachers in conducting online courses.It also holds true that the management of education and society could benefit and adopt this teaching model to various courses in different institutions.This study is hopefully to provide research-and-experience-based findings to enrich course design and instructional approaches and educational experiences.Thus,it is of interest to online teachers,instructional designers and programme developers in the field of education.

A Study on the Teachers'Code-switching in Vocational College Non-Eng lish Majors'English Instruction

This paper is designed to investigate the teachers'code-switching used in English instruction in vocational colleges and wants to make some efforts to the better understanding and use of code-switching and develop a positive attitude towards the code-switching in English teaching classroom.

Implications of Memetics on Foreign Language Pragmatic Instruction

The main purpose of foreign language teaching(FLT) is not only to transmit knowledge of FL,but also to cultivate the pragmatic ability of learners on the base of practical communicative background.However,in what way that pragmatic instruction can be carried out effectively and reasonably remains a problem in FLT.Memetics as a kind of new theory which explains cultural evolution tends to place some implications on FL pragmatic instruction.This article focuses on the creative approaches of pragmatic instruction with the combination to the transmittable features of meme-copying-fidelity,fecundity and longevity.

Chinese EFL Teachers' Attitudes toward Corpus Use in Collocation Instruction

The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.

Researching Instruction Model of Viewing, Listening ＆ Speaking Class——A Case Study Based on Exploratory Practice

The paper presents a case study on listening-speaking class instruction models based on exploratory practice. Assuming the dual roles of a teacher and a researcher, the writer of this paper has implemented three models of classroom instructions for the Viewing, Listening ＆ Speaking Class. From the students＇ report, teacher＇s log and classroom observation, it is concluded that the three models meet the needs of different students. The key to a successful Viewing, Listening＆ Speaking Class is to set reasonable goals and analyze students＇ needs.