The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English clas...The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes.Our paper focuses on the use of mobile-phone-based educational software known as“English Fun Dubbing”(EFD)and its advantages in terms of teaching and learning phonetics and oral English in the college classroom.The starting point was a needs analysis which revealed the lack of practice regarding English speaking.In this study,an action research method was adopted,involving 40 second-year students,who employed“classroom teaching+English Fun Dubbing”model as the intervention.Extensive examples from this model were used to build up a picture of the blended learning processes at work.Several imitation tasks,a conversational activity and a speech-delivering task were designed and implemented.Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’oral performance.It is our aim to develop the present project to incorporate oral proficiency.The main results of this action research were reflected in the adjustments in the pedagogical treatment,the changes in the role of the teacher and the student,and the shifts in the students’attitudes towards their learning process.展开更多
This study aims to explore the effectiveness of the emerging m-learning in the form of smart phones in English grammar teaching. The research mainly traces revision process of 100 sophomore students using traditional ...This study aims to explore the effectiveness of the emerging m-learning in the form of smart phones in English grammar teaching. The research mainly traces revision process of 100 sophomore students using traditional paperwork practice and smart-phone-based revision methods during half semester of grammar learning. During the research, students＇ learning performances, as well as their self-report reflections, are recorded, compared, and analyzed. Statistics from the research show that students in general prefer the m-learning revision methods than the traditional paper ones. Besides, the modem methods do play an essential role in motivating students＇ learning initiatives, and thus resulting in better learning outcomes. However, on the other hand, some of the students surveyed also demonstrate their negative impression on the m-learning methods, in that they believe this modem technology can inevitably distract them from learning and there are also some technical problems to be worked out.展开更多
The way we learn has changed dramatically in the new millennium. The introduction of e-learning in higher education in the late 1990s has opened Pandora＇s Box, and brought radical changes in the way where undergradua...The way we learn has changed dramatically in the new millennium. The introduction of e-learning in higher education in the late 1990s has opened Pandora＇s Box, and brought radical changes in the way where undergraduate and postgraduate programs are designed and delivered. The rapid developments and popularity ofhandheld devices such as smart phones and tablet PCs using wireless networks and mobile Intemet have marked new developments in higher education, introducing the so-called mobile leaming （m-learning）. This means that university students can have access to their studies related content, anytime, anywhere in a personalized manner; this is what renders m-learning so popular and fashionable among university students globally. Nevertheless, instructors are now challenged as they have to adopt new pedagogies in learning and teaching. This paper discusses the concept of m-learning, as well as the current developments and challenges related to the major stakeholders （educators and students） in higher education.展开更多
文摘The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes.Our paper focuses on the use of mobile-phone-based educational software known as“English Fun Dubbing”(EFD)and its advantages in terms of teaching and learning phonetics and oral English in the college classroom.The starting point was a needs analysis which revealed the lack of practice regarding English speaking.In this study,an action research method was adopted,involving 40 second-year students,who employed“classroom teaching+English Fun Dubbing”model as the intervention.Extensive examples from this model were used to build up a picture of the blended learning processes at work.Several imitation tasks,a conversational activity and a speech-delivering task were designed and implemented.Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’oral performance.It is our aim to develop the present project to incorporate oral proficiency.The main results of this action research were reflected in the adjustments in the pedagogical treatment,the changes in the role of the teacher and the student,and the shifts in the students’attitudes towards their learning process.
文摘This study aims to explore the effectiveness of the emerging m-learning in the form of smart phones in English grammar teaching. The research mainly traces revision process of 100 sophomore students using traditional paperwork practice and smart-phone-based revision methods during half semester of grammar learning. During the research, students＇ learning performances, as well as their self-report reflections, are recorded, compared, and analyzed. Statistics from the research show that students in general prefer the m-learning revision methods than the traditional paper ones. Besides, the modem methods do play an essential role in motivating students＇ learning initiatives, and thus resulting in better learning outcomes. However, on the other hand, some of the students surveyed also demonstrate their negative impression on the m-learning methods, in that they believe this modem technology can inevitably distract them from learning and there are also some technical problems to be worked out.
文摘The way we learn has changed dramatically in the new millennium. The introduction of e-learning in higher education in the late 1990s has opened Pandora＇s Box, and brought radical changes in the way where undergraduate and postgraduate programs are designed and delivered. The rapid developments and popularity ofhandheld devices such as smart phones and tablet PCs using wireless networks and mobile Intemet have marked new developments in higher education, introducing the so-called mobile leaming （m-learning）. This means that university students can have access to their studies related content, anytime, anywhere in a personalized manner; this is what renders m-learning so popular and fashionable among university students globally. Nevertheless, instructors are now challenged as they have to adopt new pedagogies in learning and teaching. This paper discusses the concept of m-learning, as well as the current developments and challenges related to the major stakeholders （educators and students） in higher education.
