An Exploration of the Interactive Web-based College English Teaching Model

In the light of the theory of constructivism, the interactive web-based college English teaching model is intended to facilitate ＂autonomy＂, ＂inquiry＂ and ＂cooperation＂ in learning English. This paper presents a research in which the interactive web-based college English teaching model intends to reshape the teacher＇s and learner＇s roles in the classroom. Based on the research, an exploration is made --- within the framework of the interactive web-based model --- on the design of ＂teaching model＂ and ＂learning model＂, its application and related potential problems.

Reflections on Web-based language teaching

Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the realization of the great potential brought by the development of technology, some viewpoints about the relationship among technology, teaching and pedagogy are put forward: firstly, technology is a tool, not a strategy; secondly, pedagogical concerns and theory should drive the way technology is used in education, not the other way around; thirdly, what matters more than technology is how the technology is used for learning, and how it is integrated into the daily classroom scheme so that active engagement in acquisition-oriented work take place; and finally, the change of learning environment inevitably calls for parallel changes in teaching and learning procedures. Available technologies can greatly enhance both student-teacher and student-student interaction and can afford students increased opportunities for self directed learning. To be most effective, technology must be used to support well-planned curricular goals and should involve carefully designed activities providing students with meaningful educational experiences.

The Design of Interactive Teaching Model for College English Course in Web-based Span

Traditional college English teaching model centered on grammar and words teaching. However, information technology brings about a reformation in college English teaching model. According to constructivism, language teaching requires plenty of raw materials and practice in real life. Web could serve as a tool for language learners to collect raw materials and a channel to communicate efficiently. Combined with web resources and technology, in the model of web-based interactive teaching model, teachers and students could interact with each other through various access, which will not only stimulate students＇ learning interest, but also raise learning efficiency.

A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China

Purpose:This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All(ABRACADABRA;hereinafter,ABRA)-a webbased literacy program designed by Concordia University in Canada-on third-grade students in Nanjing,China.Design/Approach/Methods:Participants comprised 999 students from three treatment schools(N=711)and three control schools(N=288).Three different approaches were used in the treatment schools:namely,a computer laboratory once a week,noontime study after lunch,and single-game instruction(SG)during every English lesson.Interviews were also conducted with teachers,producing qualitative data.Findings:Following 20 weeks of intervention,the overall effect size was 4-0.05.The SG group reflected the smallest effect size(d=-0.52).The noontime study group produced an effect size of 0.39,and the laboratory group an effect size of 0.55.This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts.In doing so,this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload,resulting in passive roles and low ABRA program intensity.Originality/Value:The results of this study indicate that ABRA is an effective means of improving Chinese students*English literacy skills.Results also underscore the need for critical measures to encourage teachers to actively participate in the program.

High Speed Rail Learning System(HSRLS)-Taking Advantage of Online Technologies in Railway Education

The United States has taken initial steps toward developing a high speed rail(HSR)network,but the domestic workforce experience and institutional knowledge necessary for the planning,design,construction,and operations of HSR is underdeveloped.This paper describes and provides preliminary assessment of the High Speed Rail Learning System(HSRLS),a demonstration project that seeks to address gaps in HSR knowledge and skills in the US.The HSRLS developers designed an online education system to serve as a clearinghouse for railrelated information and content,connect teachers,trainers,and students at pre-,and postgraduate levels,and to collect demographic and professional information on groups and individuals interested in HSR.The paper explores the technology review,selection process,and content developed.Website visits and demographic information from over 4,000 unique individuals and 600 HSRLS course registrations are analyzed and assessed.